46153: 462

DOCUMENT RESUBt

FL 009 346

Cziko, Gary A.; And OthersGraduates of Early Emersion; Retrospective Views ofGrade 11 Students and Their Parents.

DATE Mar 78*amt. 116p.

-tDM TRICE MF$0.83 HC$6.01 Plus Pcstage.DE_ SCRIPTORS *Bilingual Education; Eilingual Students; English;

Followup Studies; *French; Grade 11; High SchOolStudents; *Immersion Programs; IanguagefAttitudes;

Instruction;nstruction; Language cf Instruction;Language Proficiency; Language Skills; *ParentAttitudes1 Program Evaluation;,,Seccnd LanguageLearning;; *Student Attitudes; Student Opinion-

IDENTIFIERS' English Canadians; French Canadians; *Quebec,, (Montreal),A

S fIRAt

This report discusses the vies- of f_tudents now inhe,'ele*enth Trade who, participates in the original pilct-class, of

Lambert tearly immersion progran in Mcntreal.They were -askedlook- baak on their ,Schooling and to appraise, its efiettS_or. their

7.1ive$,. Their parents were asked to do tie same. ,Questicnnaires-designed" to elicit information cn competence and use cf Fiendh,assessment of French instructional programs, and Tlans_for the futurewere-given to all those who had started school in a French immersicnlinder4arten twelve years previously, and tc their parents:Questionnaires were also given to pupils and patents whc had been in

1- the original English compariSon classes. Results shcw Clearappreciation for the early immersicn experience both in Students and

; Wre-tit'S. -Sitidents in early immersion expreSs a feeling 6f WeIP--beingand satisfaction with their proficiency in French, Which iS-iuch more

--adwance_d, than, that reached by the English cCEpariscn students:Immersion students also show a more positive attitude towards

: Frenchspeaking, Canadians, express more desire to stay in Quebec and'to- become f:ly bilingual. Appendices cf the repert ccnsist ofsummaries of the Commentaries of the students and,,their parents.

***********************************************************************Reproductions supplied by EDRS are the best that can to made

frcm the original dccument.***********************************************************************

GRADUATES OF EARLY IMMERSION: RETROSPECTIVE

VIEWS OF GRADE 11 STUDENTS AND THEIR PARENTS1

1.13. DEPARTMENT OF HEALTH,EDUCATION IL WELFARENATIONAL INSTITUTE OF Gary A. Cziko, Wallace E. Lambert,

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED FROM Nelly Sidoti & G. Richard TuckerTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATFD DO NOT NECESSARILY REPRE- McGill UniversitySENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

vialkIce et.acue_ft"

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) ANDUSERS OF THE ERIC SYSTEM."

The pupils in the original pilot class of the St. Lambert

"early, immersion" or "home-tb-schobl laziltra-46Stal-Chn' projecthave now graduated from secondary school. Forthis report, we

have asked these young people to look back on their schooling and

to appraise its effects on their lives. We also asked their.par-

ents to do the same.

There was something very special about the schooling of

these students because during Kindergarten and Grade 1 their en-

tire contact with teachers and subject matter:: took place in French,

which was essentially a foreign language for them since they all

came from homes where only English was used and very little contact

with French-speaking Canadians took place in their neighborhoods.

They were given the chance to learn French indirectly through the

course materials taught, and directly'as a subject matter from

their French-speaking teachers. During Grades 2, 3 and 4, they

continued in a mainly French learning environment except for two

daily half-hour periods of English Language Arts and for courses

in physical education and plastic arts which were taught by native

March, 1978

2

2

speakers of English. The amount of instruction time given to

English increased at Grade 5 so that during Grade 5 and 6, the

last year of elementary school, the proportions were roughly 60

per cent English, and 40 per cent French. Thusj, the elementary

school program was structured as to proportionS of time given to

French immersion, but for the first few years many "experiments"

were conducted to find appropriate teachers, baterials and modes

bf instruction. The pilot class felt the full weight of this

experimentation.

The program for secondary school was less well regulated

although attempts were made to provide appropriate follow-up or

maintenance courses in French and to offer certain subject matters

in French. As we will see in this report, the students and par-

ents were generally not satisfied with the follow-up program.

Each year the students in the early immersion French pro-

gram were tested for their progress in French, in English, and

in subject matters, their standing on measures of verbal and non-

verbal intelligence, and their attitudes toward English and French-

speaking people. They were compared with English-language-school-

ing and French-language-schooling control groups, each composed

of children from the same socioeconomic background, of the same

intellectual level, and, in the case of the English-speaking con-

trols, from homes with comparable attitudes toward French-speaking

Canadians as those in the immersion program. No attempt was made

to select only those with high academic promise, so that in the

3

3

immersion classes as in the comparison groups, I.Q. scores varied

widely and a small proportion of children with diagnosed "learning

difficulties" were kept in each sample. The program was not in-

tended exclusively for middle class children although the groups(7

described here were essentially middle class. In fact, the same

immersion program has been followed by children from working class

backgrounds (Tucker, Lambert & d'Anglejan, 1973; Cziko, 1975;1976;

Bruck, Tucker & Jakimik, 1976), and the favorable results of immer-

sion hold as well for them as for the more favored social groups.

Nor was the program meant for French-speaking Canadian children

who might want to follow immersion-in-English classes because in

that case we felt that the French Canadian society was in a period

of rapid change and needed to assure itself that their children

had developed full strength in the French language before embark-

ing on English-language training. Certain suggestions as to how

these ends might be attained for French Canadians have been pre-

sented elsewhere (see Lambert & Tucker, 1972; Lambert, 1977;

Tucker, 1975).

The results of our year-by-year testing have been present-

ed in a series of reports (Lambert & Tucker, 1972; Lambert, Tucker,

& d'Anglejan, 1973; Bruck, Lambert & Tucker, 1974; Bruck, Lambert,

& Tucker, 1976). On the basis of these detailed comparisons, we

found that from Kindergarten through Grade 6, the children in

early immersion classes progressed extremely well in all aspects.;,

of French language skills, relative to the French-speaking con-

trols; they were also able to learn content subjects (like math,

4

science and social studies) through French as well as the compari-

son groups; they showed no signs of falling behind their age equi-

valents in any aspects of English language development; they were

not jib-paired intellectually, judging from their performance ont

measures of intelligence -- in fact, they pulled ahead of the com-

parison groups on measures of "divergent thinking" or "creativity"

by the later grades (Scott, 1973; Cummins, 1976); and their atti-

tudes toward French people and toward the French immersion program

were faVorable throughout the elementary years. We also found that

as the proportion of time spent in French langauge instruction de-

creased from Grade 3 to 6, their progress in development in French

language skills slowed down as well (cf., Lambert & Tucker, 1972;

'Spilka, 1976).:

This report picks up the same young people, now graduating

from secondary school, after a gap of 5 years, since our regular

testing stopped at Grade 6, when students moved, on to secondary

schPol. During this gap, most students took the follow-up pro-

gram in French offered at secondary school. Ifi the final two

years, they also took secondary, school leaving exams in French-as-

a-subject matter, and in some cases, exams on French language

skills designed for French-speaking secondary school students.

5

METHOD

Questionnaires designed to elicit information on competence

and-use of French, assessment of different programs to teach French,Alt

and plans for the future were given or mailed to all those who had

started school in a French immersion Kindergarten twelve years

.previously and their parents (see Appendix.1). As well, question-

naires were completed by those pupils and their parents who had

been in the original English comparison classes -- those whose par-

ents 'had entered their children in a conventional English language

program in Montreal's public schools which had a pzogram of French

as a second language (FSL) one period per day from kindergarten on.

In this program, the children studied French approximately 45 min-

utes per day as a subject. The children were first introduced to

oral activities with an emphasis on listening to the language and

learning various songs, drills, short dialogues, etc. The-FSL

program used a relatively traditional audio-lingual approadh in

which the children first listened, them-Mimicked, then practiced

what the teacher said until they-gradually were able to produce

utterances unaided. For- the most part, the FSL classes were strict-

ly language ar s classes with no attempt made to teach context via

the la guage. The comparison group parents living in the Westmount

community did not have an early immersion program available to them

as an option. Thus, they were "forced" to enroll their children

in the traditional English classes. In the St. Lambert community,

parents were essentially assigned by lot to the experimental or

6

control groups. Six of the English comparison "students had taken

the "late" French immersion option at Grade,/

7, which meant that

,/v

the bulk of their Grade 7 schoolingrwas conducted in French with

,teacherS whose native language was French. In this report, we

will treat the English comp.arison group as a whole, without dif-,,'

ferentiating those with-grade 7 immersLon_werience. The Grade

7 immersion option was not open to those in the early immersion

program.

Results: Students' Questionnaire

Since the questionnaire included,sraight-forward queStions

as well as opportunities for extended comments, we will present the

findings in both an objective form, that is, with statistical

counts of reported levels of skills in the French language and use

of the language in the community, etc., and a subjective form,

relying on the extended comments made by students and/or their

parents as to their feelings and personal views about various as-

pects of the school experiences.

The comparisons to be made permit us to assess how well

the program of "early immersion" in French has served these Eng-

lish Canadian young people as a preparation for coping with the

bilingual demands of today's Quebec or other bilingual areas of

Canada. In other words, we will try to determine how well immer-

sion schooling prepares English speaking students to function at

work, in school, and in social relationships in a bilingual society.

7

One of the general conclusions we will arrive at is that

these young people are indeed very well prepared to function in

French, much more so than those without the early immersion

French language experience. At the same time, however, we also

conclude that even with a substantial bilingual preparation, many

of these graduates have trouble making contact with the French

world around them; and that disappointments may be engenderga,

precisely because they have developed the capacity to function

easily in a bilingual community. We even wonder whether some

form, of this type of disappointment, coupled with mounting employ-

ment problems,may prompt many of these young people to think of

making their lives outside of Quebec. What this means is that

our analysis of the results will focus as much on the students'

perceptions of the social atmosphere of contemporary Quebec as

on the surface meaning of their replies to our questions.

We will start by summarizing the students' and parents'

responses to our questionnaire, with brief references to the

statistical outcomes. At the same time, we will refer repeated-

ly to the personal commentaries added to the questionnaires.

These spontaneous comments from each family group are given in

full albeit anonymously in Appendix 1. On reading these "family"

impressions, one sees how a novel educational experience like

early immersion schooling actually involves parents as well as

pupils, and brings about important reciprocal influences at every

step.- As we will see,

7

8

pupils and parents sometimes have different expectations about the

outcomes of such an educational experience, although in general

there is good agreement within families as to what went on and

what came from the experience.

Background Information

Table 1 presents the basis background information for the

two groups of Grade 11 students, the "early immersion." group

labeled as EI, and the English schooling comparison group labeled//

as EC. From the. original classes, we will be dealing with 17/

early immersion students and 21 English schooling controls, w,i'th

roughly equal numbers of males and females. Originally there were

22 students in the EI class at Kindergarten and 34 students in

two separate Kindergarten classes of EC children. w6 made every

attempt to contact all of these students either directly if they

were still in Montreal, or by mail. Nearly an students were at

Grade 11 at the time of the survey, and all of them came from

English language homes, with no other language as a home or work-

ing language.

Insert Table 1/about here

As of Grade 11,-a1l of the EI students had been in public

schools since Kindergarten. In fact, the vast majority of the

original class moved along year-by-year as a unit, a rarity in

these days of streaming and ability grouping. In contrast, a

/ 9

Ysignificantly larger proportion of the EC group had entered private

schooling (X2 (df,l) = 3.82, 2.<.05). This difference might simply

mean_that the EC families, many from Montreal'syestmount area,

were less sure of the secondary school education available to them

compared to that available in the St. Lambert area. On the other

hand, the difference could mean that the EC families, representing

as they do the same social class standing asthe EI families, had

found more need than EI families to turn to private schOoling, as

though in their eyes public schooling,was inadequate in eertain

respects, specifically, in languagAeaching, as expressed in the

questionnaires. On the other,hand, the commentaries suggest that

the EI students appreciated the "special attention" they received

as the "pilot" class of this new form of education, and the cohe-

siveness of the group. Apparently it was this satisfaction, along

with the regular progress being made in French that satisfied the

EI parents as well; otherwise,they, too, might have chosen private

schooling in similar proportions.

French Language Competence

The group comparisons for French language competence are

presented in'Table 2, Section I through IV. In considering the z-

ycomparisons, it should be kept in mind that the EC students fol-

lowed a conventional English language program with FSL from Kin-

dergarten on, that is, they had received an average of '45 minutes

per day of instruction in Frenchas a second language. In other

words, in comparison with typical programs of second or foreign

10

e.'"'NC.

10

language training available in the United States or even in other

parts of Canada, the EC students had a very rich program of French

study.

We will be relying here on the perceptions these young

people have of their competence in French, and although these

could be admittedly subjective and possibly biased, it is our

opinion that in giving their ratings of competence, these students

use as a frameof reference what a fully bilingual person in Mon-

treal is like.

As a group, the graduates of the early immersion program

feel that they can speak, understand, read and write French at

relatively high levels compared to the EC students. In terms of

degrees of competence, the EI students feel they handle each as-

pect of the language "quite well" whereas the EC students say

they can handle French only "well enough to get by." In each

instance, there are statistically reliable group differences in

perceptions of competence in the French language, and each of

these favL'zs the EI group.

From items 5 through 9 it is clear that the graduates of

the EI program feel much more competent in their ability to func-

tion in French in the community than the EC graduates. As a

group, they feel more able to attend a French language university,

to take employment where French is required, to perform daily

errands in French, to ask and give directions in French, and to

attend essentially French only social gatherings. Interesting-

ly, both groups feel equally able to read French newspapers

11.

11

(Item 11) whereas the EI students again feel more competent to

understand French T.V. and radio programs (item 12).

French Language Use

With respect to the actual usage made of French outside

of school, it is not surprising that neither the EC nor the EI

students use French with parents, brothers-and-sisters or schnol-,

/mates. This finding is consistent with the views the EI students

have previously expressed: for them there is something "phoney"

in-using French with English speakers even when they are bilin-

gual. Nor db the groups differ in the frequency of attending

French films, listening to French radio, watching French tele-

vision or reading French newspapers or books. Both groups indi-

cate that they rarely if ever turn to any of the French media.

As seen in the commentaries, both 2C and EI groups appear to be

swamped by the impact of the American media, from films and tele-

vision to periodicals and-books. Ohe wonders, in fact, how in

this setting the value of some other medi 'lrce such as

Canadian French language programs can be brought at least into

competition.

The groups pull apart, however, on an important subset of _,

items dealing with the use of French in the broader community,

with French people. The EI students "almost always" use/French

with their French teacher while the EC group does 0-only "some-

times ta 4.01). The EI students use 'french more often with

FrenCh-speaking friends (14.01), and more often with French-

$

12

speaking neighbors (a .c.01). They also find more day-to-day

opportunities outside of school to speak French than do the EC

students (Ele..01). The picture that emerges here is that once

a certain level of language skill has been attained, another lin-

guistic world starts to open up. The main point though is that

-there-are important differences between- EI And Ec groups in their

willingness and/or ability to find opportunities to use French

in the French community.

This difference between the EI and the EC groups in ability

to make social contacts with French-speaking people is reflected

as well in the responses to items 7 through 9 of Part II. When

they, meet a French-speaking stranger, members of the EI group

'are more likely to start up a conversation in French (on the aver-

age, they do so "often" while the EC students do so "sometimes,"

Ila.03). What is perhaps more interesting is that French-speak-

ing people are also more likely to strike up a conversation in

French with the EI students ("very often") than they are with the

EC students ("sometimes," 11.c.02), and the Ei children are more

likely to communicate back in French than are the EC children

(2..-4.01). It would be interesting to follow this pattern of

differences in greater detail, for one gets the impression that

the children with early immersion experience react more like

French speakers, possibly sending out better signals of their

ability and willingness to communicate in French.

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13

Nevertheless, there appear to be limits as to how far

these English-speaking yOung people can go in their social rela-

tionships with French speakers. When asked if they attend

parties where French only is spoken (Part II, item 13), only a

small minority of the EI or the EC students. _ answer. that they do.

'Likewise, when asked if they take part in other activities in the

community which .call for a knowledge of French- (Part II, item 1.,

at least half of the students in each group say that they do not.

But it is not that either the EI or EC .students avoid

situations where they have to speak french (Part if, item ii).

everin students do find more occasions than the EC's to come into

social contact with French people. For instance, they are much

more likely to use French for errands (p.c.02), and for asking

and giving directions (p...c.02; items 17 and 18). And although

both EI and EC students mention that they have French-speaking

friends (items 15), there is an important difference in the form

of linguistic interaction that takes place with these French

friends. The EI students never use English, but instead either

French or some combination of French and English. Few EC stu-

dents use French in these situations (a<..01). The question

then arises: Why don't these contacts with French-speaking

friends, based on mainly French language communication; lead the

/EI students further into the French Canadian society? Why are

so few of the EI students invited to mainly French parties or

other community activities conducted in French?

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14

Latee-we will offer our attempts to explain these apparent

-timits-on the possibilities for social interaction.

Pians for the Future

The final set of questions (Part IV) asked the students to

look ahead and sketch out their plans for the future. After sec-

ondary school, the vast majority of both groups plan .on college

or- university training (item 1), and they are aiming for either

professional or white collar occupations. When asked where they

will likely be living in four years time (Part IV, item 3),, the

majority of both groups do not see themselves living in Quebec.

When asked if they plan to Continue to improve their know-

ledge of French (Part IV, item 4), the majority of both grouts

.say that they will. This general interest in improving their

French skills may reflect a generally poLtive attitude towards

the French community. Gardner & Smythe (1974) have found in

recent research that favorable attitudes and an "integrative

motive" toward learning the language of another ethnolinguistic

group promotes in students the intention to continue the .study

of that language as well as the actual implementation of these

intentions. Still, a surprising minority of each group does

not plan to continue with French, as though certain of these

students may be discouraged about the valde of going further with

the language. Perhaps their attitudes have taken a negative turn,

in Gardner's sense of the term.

1

15

However, when asked if they are interested in learning

another language other than French, there is an important group

difference. The EI students show more interest trim the

EC's-in:another language (E <.06). This could reflect a

difference attributable to the taste of success: The EI

students have already seen in their own experiences that one can

master_a second or foreign language andperhaps, as a_consequence4

they are more ready and 'interested to try another. the important.

message for language eduCators is that the development of

level skills with one foreign or second language can increase

the desire to learn other languages.

Results: Parents' Questionnaire

The questionnaire was given to each parent and the statis-

tical analysis of replies are presented in Table 3. We find,

first, that the parents of both EI and EC students are all native

speakers of English (Part I, item 9), and for the most part they

have misgivings about their lack of skill in French, placing them-

selves a bit above the reference point "barely enough to get by"

but below the "well enough to get by" point with regard to their

ability to speak, understand, read and write French (Part III).

These findings are interesting because the same parents,

in our interviews some 13 years ago (see Lambert and Tucker, 1972),

told us that they were disappointed with their own lack of compe-

tence in French in spite of some seven or more years of public

Insert Table 3 about here

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16

school instruction in the language. In fact, a large part of

the interest of the ET parents in exploring other ways of learn-

ing French for their children appeared to stem from their own

frustrations with the language at school. But it is difficult to

understand how these parents, mainly long-term residents of Que-

bec,, would not have progressed further in their tiommand of the

--- .French-language some 80% of the population of the province

are French-speaking. Ope could interpret this lack of competence

as a reflection of the greater prestige of English over French

in North America. Of course, one could interpret the same find-

ings as a reflection of the general lack of interest in the French

language and the desire to have English overpower French as a

working language even in Quebec. We might offer another possible

interpretation: that neither the French Canadian nor the English

Canadian has made really serious efforts to open up their re-

spective societies to enable the other ethnolinguistic group to

learn the other language or to learn about the other people.

This interpretation comes to mind because we found that the EI and

EC students apparently encounter numerous barriers for intergroup

relations, and it could well be that their parents had similar

encounters a generation earlier.

The vast majority of bOth groups of parents have encour-

aged their children to participate in activities, outside of

school, where French is the dominant language such as going to the

theatre, taking athletic and sports instruction in French, etc.

1.7

17

(Part IV, item 1). The vast majority have also encouraged their

children to use French in the community by, for example, asking

directions in French, seeking out French-speaking playmates,. ,etc.

(Pa5t IV, item 2). And the children's comr 'iratively richer ex-

periences in French have had some impact on the parents' attempts

to improve their own competence in the language; in fact, about

third-of the parents say that they were so influenced (Part

item 3).

Finally, when the parents try to reflect on and assess the

language programs their children followed frankindergarten through

secondary school a very striking difference emerges: the parents,

of the EI students almost unanimously consider that the early

immersion experience was successful whereas the vast majority of

parents of the EC students saw the conventional FSL programs as

unsuccessfui (p.4:-.001). Furthermore, the vast majority of the

parents of the EI students said they would choose the early immer:

sion program again, while the EC parents were uncertain as to what

they would choose as an alternative (E.c.02).

An Analysis of the Extended Comments of Students and Parents

The comments spontaneously added by students and parents

are presented anonymously in the appendik. They constitute a rich

supplement to the questionnaire resposes, because in them one can

often capture feelings and attitudes that are otherwise not ex-

pressed.

examples

We have already drawn on this source of information for

of the feelings of students and parents, but here in

18

18

7able 4, we have compiled numerical counts of certain reactions

that recur as themes in these free commentaries. In doing so,, we-

find that although they agree in general with the questionnaire

response, in many cases they go far beyond in the attitudes ex-

pressed.

In Table 4 we present a number of recurring themes along

with comparisons of the reactions of EI and EC students and par-

ents. Because the contents of these comments varied widely and

were voluntary, Oatistical analyses were not apjropriate since

coding of th,e'responses would have been difficult and we had no

//way of evaluating those cases where no information was offered.

Certain trends are nonetheless clear.

What we find is that some 33% of the EI students have al-

ready found occasions to work in French in part-time or summer

jobs, compared to only 10% of the EC students. Overall, some

70% of the EI students feel they could work in French versus 20%

of the EC students, and in general the' parents agree with their

children in these instances (items 1 and 2 in Table 4). !Some

28% of the EI students also feel they could carry out their col-),

lege and university studies in Frerich institutions compared to

only 10% of the EC students who 'feel that capable in French

(item 3, Table 4).

Incidentally, some 56% of the EI parents feel that their

'children could enroll in French colleges; this means that there

is a much larger number of parents than students who feel the

Insert Table 4 about here

19

19

latter could stcceed iii a French institution. Even though this

suggests that the EI parents may exaggerate their children's

capacities in French, the main point is that aboutta third of the

EI students do feel capable of entering French language collegesIy

fox!. advanced training.

One recurring theme dealt with students'( interest and

motivation to become more a part of the French=speaking wcirl&

around them in Quebec. We found a decidedly more favorabie\atti-

tude toward integrating with French-speaking Canadians among EI

than EC students (72% versus 41%). This more favorable attitude

may be an outcome of their greater ability in French.'

Incidentally, this is another instance where the views of

the,EC parents are not in line with those of their children: 70%

of the EC parents\feel that their children are favorably dispos-

ed to integration with French Canadians4hile only 40% of the

students themselves express such an attitude (item 4, Table 4).

This discrepancy is inte-re'st±ng to us and we wonder why students

and parents have different perspectives on this important issues.

Apparently, the parents are more prone to give the socially ex-

pected reaction.

We also counted the number of students in each group who

felt motivated either to stay in Quebec or leave, in face of the

uncertain political and economic future of.tEe province. Here

we find that some 40% of the EI students are anxious to stay in

Quebec (item 5, Table 4), compared to 20% of the EC students who

20

20

are similarly motivated to stay. (Note here again that the EC

parents have an inflated view of the feelings of their children

on this critical issues: 30% of the EC parents project that their

children will stay versus 18% of the students who say that they

are likely to stay).

We are impressed most by the fact that some 56% of the EI

students, with their capabilities in the language and their desir3

to integrate with French-speaking Canadians, are thinking of mak-

ing their lives outside Quebec. This is all the more striking

when we realize that over 70% of the EI students are'of the opin-

ion that they could easily become fully bilingual, given opportun-

ities to practice their French, compared to only 27% of the EC

students, who are more inclined to the view that it is too late

for them to become fully bilingual (item 6, Table 4). Here the

parents agree with the students' assessments of their bilingual

potential. Furthermore, some 50% of the EI students say that they

have French-speaking friends (with whom, as already noted, tend

to use French) compared to only 27% of the EC students (who they texid

to use English or English and French as the language of communi-

cation, item 7, Table 4).

Finally, in item 8, we see reflected again the fact that

our sample of EI students has stayed in the public school system,

and also stayed together as a group, whereas 25% of the EC fami-

lies turned to private schooling. This greater use of private

schooling might reflect a general concern on the part of EC parents

21

bw

21

about their children's future in Quebec, including, the need for

comprehensive training in French that one gets idprivate English

language schools in Quebec (c.f., the commentaries, of students

and parents), and the desire to offer their children a more per-

sonalized education. What is interesting is that the Ei familieS

may have been more satisfied with public Schooling because with

the immersion- program they were assured of progress in French

the support and security of a well-knit peer group, and a generally

more personalized education.

There are other interesting comparisons to be seen in the

commentaries. One that struck us as important has to do with the

attitude of EI students and/or parents toward being enrolled dir-

ectly in French language schools which afford English-speaking

children the chance to be with French-speaking children and com-

municate with them in FreLch. What we find is that the EI students

and their parents seem more open to and take as normal the idea

of going one step beyond immersion to "submersion", that is, to

actually attending French language schools. The general attitude

that one finds in the commentaries is that even though the immer-

sion programs has been successful, students could progress even

further by having direct experience in French schools with French

youngsters. The major point is that this idea emerges spontan-

eously from families with immersion experience, more so than from

the English comparison families, as though the former had few con-

cerns or misgivings about losing ground in English or of losing

22

22

personal identity by taking such a step. The statistical evi-

dence for this conclusion comes from the fact that five students

and two parents in the EI group mention the submersion option

(see families 3, 6, 9, 11, 15) while there is only one such

suggestion from an EC student (amily 13) and one from an EC

parent (family 16). The suggestion from family 16 is that schools

be integrated, half French- and half English-speaking students in

each class, alternating languages of instruction. However, in the

2C group there are three other instances where "submersion" exper-

ience is suggested as a valuable addition (families 11, le and 20),

but in each of these.cases the parents are judging from experiences

with other children in the family who either had early immersion

schooling or, in one case, schooling in a private French high

school (family 18). Thus, the total for those with early immer-

sion experience in the family who spontaneously suggest, as an

alternative, sending their children to French schools is 10 (7

students and 3 parents) versus 2 (1 student and 1 parent) for those

without early immersion experience in the family. The idea we see

emerging is that parents and students with immersion schooling ex-

perience are generally satisfied with it and take the idea of going

a step further toward integrated schooling in the other language

community as natural and appropriate.

CONCLUSIONS

These, then, are the conclusions we arrive at from our

analysis of both the objective and subjective responses of these

two groups of high school students and their parents:

23

23

1. There is a very clear appreciation for the early immer-

sion experience on the part of the EI students and their parents

who, in the'vast majority, say that they would choose the immersion

option if they had to do it all over. This general satisfaction

on the part of the EI parents -- in spite of their dissatisfaction

with the follow-up programs at the secondary school level --

stands in sharp contrast to the general disappOihtffient of the-EC-

parents with their children's language programs. It is the EC

parents who are more prone to direct harsh criticism at the school

system for having failed them and their children; they also turn

more to private schooling, perhaps as an assurance for their dhii-

dren's future.

2. In general, the students with early immersion experi-

ence express a feeling of well being, self-assurance and satis-

faction with their level of attainment in French which is much

more advanced than that reached by the English comparison stud-

ents. This sense of attainment shows itself in various ways;

(a) the EI students have already had more part-time and summer

working in French, (b) the EI students feel much more capable of

working in French, (c) they feel more capable of studying in

French at the college or university level, and (d) they are more

eager to study other languages, as though the taste of success

with learning French and the realization that one can master a

foreign language stimulated a more general interest in learning

other languages.

3. The EI students as a group also show a more positive

attitude toward French-speaking Canadians and a greater willing-

24

24

ness to make contacts with French-speaking friends; we are in-

formpd as well that they are much more inclined to use French

with their French friends.

4. A larger proportion of the EI than the EC students

also express a desire to stay in Quebec even though there is a

majority of both EI and EC students who think in terms of leaving

the province in the next few years.

5. A much larger proportion of EI and EC students also

feel that they could, with experience in using the language, be-

coming fully bilingual. These feelings are shared as well by the

respective groups of parents. The contrast is highlighted by

the dalight of two of the EI students, who said they had been

highly complimented when taken to be native speakers of French.

The EC students on the other hand give the impression that they

have little hope of really mastering French\ or that it is too

late to expect that degree of competence.

6. Having experienced immersion schoolihg, both the EI

students and their parents are more inclined to see the merits

of going even further in fo-ms of immersion to the point of full

contact with French students in French language schools. Rather

than viewing "submersion" in a total French school as a radical

step, one might adversely affect a child's identity and native

language competence, it is seen more as a natural and obvious

extension of early immersion by a substantial number of EI stu-

dents and their parents.

25

7. On balance, the contrasts between the EI and EC groups

that have emerged here portray the early immersion experience as

a means of developing high degrees of skill in the French lan-

guage, a feeling of confidence among graduates that they could

work, study and live in a French environment as well as in an

English one, a belief that they could, given simple opportunitieS

to use French, become fully bilingu4,and a willingness and desire

t.olceet and integrate with French-speaking Canadians. At the same

time, the analysis has brought to light various hurdles that these

well prepared and motivated young people face if they try to pane-ft

trate the French world around them in Quebec. Some of these hur-

dles are very likely rooted in the English-speaking society itself

which may not provide models and examples of ways to make contact

with French-speaking people. On the other hand, some hurdles are

very likely rooted in the French-speaking society of Quebec which

may also not provide models of how one could encourage and follow-

up on gestures of person &l interest coming fram English-speaking

Canadians. Furthermore, this group of English-speaking students,

graduating from secondary school in tae late 70's, enters a society

that is divided and polarized along ethnic and linguistic lines

to a greater degree than that experienced by their parents or

grandparents. One wonders how these youngsters can learn to live

cooperatively as Canadians when the schools they attend are segre-

gated along religious and linguistic lines. In such conditions,

children could reasonably ask why it is that the society apparently

does not

26

26

_ -

want them to learn the other language or to get to know members

of the other ethnolinguistic group. In an important large scale

investigation with French Canadian secondary school students,

Gagnon (1972) found that the vast majority thought that it is

only natural that both major Canadian groups learn each other's

language, and that, in their views, the language would best be

learned though schooling plus personal contacts. Gagnon also

found that over 70% of his sample would be very appreciative of

occasions to visit English language settings. Today, young people

might wonder why society makes it so difficult for them to learn

the other language or make social contacts with the other group.

Because these hurdles could be a source of frustration, it

is important that educators and policy makers give thought to

helping these students understand their society and letting them

have a hand in improving it. We have found here that there are

few ways these students can use French outside of school; that

they would like to be more involved in basically, French activi-

ties, but usually aren't invited; that friendships with French

speaking young people are not common or easy to establish; and

that the majority of both EI and EC student groups are thinking

of moving out of Quebec in the next four years. In spite of

current political policies in Quebec that limit the chances of

French-speaking Canadian students becoming as competent in English

as the EI students are in French, still there likely are numbers

of French Canadian young people who have similar desires for

27

27

social contacts but who face comparable societal hurdles in their

attempts to make contact with the English Canadian society (c.f.,

Gagnon, 1972)n. From the perspective of both groups, then, we be-

gin to understand how easily ethnic and linguistic segregation

can isolate subgroups within a society, which, some argue, is a

common problem found inmost complex, ethnically-plural nations

(see Babushka & Shepsle, 1972).

It could be argued that this societal wariness of social

contacts across ethnolinguistic boundaries represents a search

for peace and comfort that comes from being in a setting with

one's "own kind" (see Lambert, 1978). If this is true, then

overly enthusiastic attempts to penetrate these boundaries may

be disturbing for either group. Applied to the Canadian scene,

this would mean that young people who have mastered the other

group's language must test cautiously how far and how quickly

they can make social contacts that will be acceptable to the

other group.

Perhaps the most important conclusion to be drawn from this

investigation of the early immersion experience is that we have

been forced to place this innovative form of language training in

a broader societal context, and this leads us to a realization

that we must now seek out solutions for problems of social segre-

gation and cleavage within the Canadian society. The beginnings

of a solution seem to stem naturally from the early immersion

experience itself, especially from what the EI students are ask-

ing of their society: An opportunity to put their competence in

28

28

the other language to meaningful use. French Canadian students

may be asking the same -- that is, similar oppOrtunities for

social contact across the common ethnolinguiStic boundary. As

parents, educators or political leaders, we must listen and try

to understand what these young people ale asking. The solutions

needed are likely to be found in the questions being asked. It

is our opinion that Canada, and especially Quebec, provide re-

searchers with a wonderful field station for finding solutions

which can draw on the goodwill of these two streams of young.

people.

29

29

REFERENCES

Bruck, M., Jakimik, J., & Tucker, G. R. Are French immersion pro--

grams suitable for working class children? A follow -up

investigation. In Child Language, 1975, W. Engle, (Ed.),,

Royal Vangorcum, 1976, 311-341.

//Bruck, M., Lambert, W. E., & Tucker, G. R. Bilingual schooling-

,/

through the elementary grades: The St. Lambert project

at grade seven. Language Learning, 1914, 24, 183-204.

Bruck, M., Lambert, W. E., 4 Tucker, G.y Cognitive consequences

of bilingual schooling: The,St. Lambert project through

grade six. International Journal of Psycholinguistics,

1976, 13-33.

Cziko, G. A. The effects of different French immersion programs

on the language and academic skills of children from irar=

ious socioeconomic backgrounds. M. A. thesis, McGill'

University, 1975.

Cziko, G. A. The effects of language sequencing on the develop-

ment of bilingual reading skills, The Canadian Modern

Language Review, 1976, 32, 524 -533.

'Cummins, J. The influence of bilingualism on cognitive growth.

In Working Papers on Bilingualism, the Ontario Institute

for Studies in Education, Issues No. 9, April, 1976.

Gagnon, M. Attitude a l'egard de la langue anglaise. Rapport

des Recherche, Faculte des Sciences de 1'Education,

Universite de Montreal, Decembre, 1972.

30

30

Gardner, R. C., & Smythe, P. C. The integrative motive in second-

language acquisition. In S. T. Carey----(Ed%) Bilingual-

ism, bibulturalism, and-- education. Edmonton: The Univer--

city of Alberta,- - 19974.

Lambert, W. E. Language as a factor in intergroup relations. In

H. Giles and R. St. Claire, (Eds.), Language and social

7PsYchologY, in press, 1978.

aMbert, W. E. The effects of bilingualism on the individual:

Cognitive and sociocultural consequences. In Hornby, P.

A. (Ed.), Bilingualism: psych9logical, social and educa-

tional implicatiori§. New York: Academic Press, Inc. 1977.

Lambert, W. E., & Tucker, G. R. Bilingual education of children:

The St. Lambert experiment. Rowley, Mass.: Newbury

House, 1972.

Lambert, W. E., Tucker, G. R., & d'Anglejan, A. Cognitive and

attitudinal consequences of bilingual schooling: The St.

Lambert project through grade five. Journal of Educational.

Psychology, 1973, 65, 141-159.

Rabushka, A., & Shepsle, K. A. Politics in plural societies: A

theory of democratic instability. Columbus, Ohio: Merrill

Company, 1972.

Scott, S. The relation of divergent thinking to bilingualism:

Cause or effect? Mimeo report, Psychology Department,

McGill University, 1973.

31

31

Spilka, I. V. Assessment of second-language performance in immer-,

sion programs, The Canadian Modern Language Review1976,

32, 543-561.

Tucker, G. R. The development of reading skills within a bilin-

gual education program. In S. S. Smiley & J. C. Towner

(Eds.) Language and reading. Bellingham, Washington:

Sixth Western Washington Symposium on Learning, 1975, 49-60.

Tucker, G. R. The acquisition of knowledge by children educated

bilingually. Georgetown Monograph Series on Languages and

Linguistics, 1975, 267-277.

,r-

ti

FOOTNOTE

1This research was supported in part by grants from the Ministry

of Education of the Province of Quebec to the South Shore Pror-

testant Regional School Board, and from the Canada Council to

W. E. Lambert and Tucker.

We are grateful to Dr. Maggie Bruck for her advice and sugges-

tions. The alphabetic ordering of authors represents an equally

shared responsibility in the preparation of this article.

33

TABLE 1

Students' Views at Grade 11

Background Information of Students

Student Group

Sex Early Immersion English Control(EI)

Male 10

Female 7

X2 = 0.01; df = 1; n.s.

(EC)

11

10

Present Grade Level

Grade 10 1 2

Grade 11 15 17

Grade 12 1 2

X2= 0.37; df = 2; n.s.

Public versus Private School, at Present

Public 17 15

Private 0 6

X2 = 3.82; df = 1; p < .05

Native Language

English 17 21

(100%, both cases)

915

If"

TABLE 2

Questionnaire Replies of Students at Grade 11

(EI = students in early immersion program; EC .= students inEnglish language schools with Fiench-as-a-Second languageprogram, thus, serving as an English language coffiparison

group.)

1. French Language Competence.1

For the following four questions, please answer by marking an X in,ong of the nine spaces that bestdescribes your ability in French.

barely well

enough enough like a.

not to to , 'quite r'Phtiv6=-at all (1) get by (3) get by (5) well (7) speaker (9) t-test df

1. I can speak gC4-4.95____EI=6.58

French i

EIEC

2. I can under- EC =5.57 El=7.70

stand spoken EC EI

French

3. I can read EC=5.14 EI=7.00

French4. +EC EI

4. I can write EC=4.85____BI=6.11

French +EIEC

P.

3.85 36 p < .001

4.92 30* p < .001

3.48 36 p < .001

2.36 36 p <.02

*An analysis was made of heterogeneity of variance; when variances--of the two groups were statistically

significantly different, a tighter analysis was conducted, using reduced degrees of freedom. Actually,

all 38 students (17 in the EI group and 21 in the EC group) were involved in all comparisons.

Would you consider your French good enough to:

5. Attend a French University?

EI EC

YES 8 2

NO 9 19 X2= 5.02; df = 1; p < .02

6. Get a job where only French was spoken?

EI EC_......

YES 14 8

NO 3 12 X2= 5.84; df = 1; p < .02

7. Do all your daily errands in French (e.g., shopping,car fixed)?

getting

EI EC

YES 16 12NO 1 9 X

2 = 4.85; df = 1; p < .03

8. To ask and give all directions in French?

El EC

YES 16 14NO 0 7

N.A. 1 0 X2= 7.79; df = 2; p < .02

9. Attend a party where all the guests spoke French?

EI EC

YES 17 12

NO 0 82

N.A. 0 1 X = 9.55; df = 2; p < .01

10. Take High School leaving examinations in French?

(Ambiguous question; not analyzed.)

11. Read French newspapers?

EI EC

YES 16 15NO 1 5

N.A. 0 1 X2 = 3.31; df = 2; p > .20

n.s.12. Understand French T.V. and radio?

EI EC

YES, 17 12 3)7No/ 0 9 X

2 = 7.32; df = 1; p < .01i

II. French Language Use

Please answer the following questions by marking an X in the appropriate space and adding comments

where requested.

1. How often do you speak French (outside of school) in the following situations?

some-

never (1) rarely (3) times (5) often (7) _always (9)

(a) with parents EC=1.62`EI=2.00

(b) with brothers E1=1.88

and/or sisters EC1.81

(c) with other EI=1.53

relatives EC=1.53

(d) with friends EC=3,33 EI=4.65

(e) with neigh- EC=2.05 EI=4.12

bours

(f) with school- E1=2.47

mates FC=2 71

(g) with your++

EC=5,81 El=224Frenchteacher

2. When you go to the movies, how often do you go to see films which are in:

(a) French with EC=1.80

English sub-titles?

(b) French, with- EI=1.52out any sub- EC=1_42

05:2titles? +4

c..;

t-test df

36

p value

n. s.1 .22 p .20

0.18 36 p > .85 n.s.

0.02 36 p > .98 n.s.

1.86 36 p < .07 n.s.

3.86 36 p < .01

-0.40 36 p > .60 n.s.

3.10 32* p < .01

-1.07 36 p > .30 n.s.

0.24 36 p > .80 n.s.

. At :home-when you listen tstations ?"

o the radio, how often do you listento French

some-never (1) rarely -(3) times

EI=2.94 EC=4.19t.

4". At home, how often do you watch T.V. in French:

EC=2.90 EI=3.41

--(5)- -often-(-7)-.--aiways-(9)-t:=teSt7-- -df- p-Value

5. How often do you read French books, newspaper's, or magazines in yourspare time?

EC=2.90 EI=3.23

6. How much opportunity do you think you have, outside of school, to speakFrench now (on a day-to-day basis)?

noneEC=3.90 EI =6.05

t a great deal

7. When:you meet a stranger who you think speaks French as his nativelanguage, how often do you actually start talking to him in French?

EC=4.90 EI=6.70

8. How often do French speaking people actually start speaking in Frenchwhen they talk to you?

EC=5.04 EI=7..41

9. When a French speaker approaches you and begins talking in French, howlikely are you to answer back in French.

40

EC=5.85 E_ I=7.94

-1.67 36 p < .10

0.87 36 p > .40

0.56 36 p > .58

2.87 36 p < .01

2.30 34* p < .03

3.48 29* p < .02

304 26* p < .01

n.s.

n.s.

n.s.

41

42

:10: likely are you to answer back in English?

some-never (1) rarely (3) times (5) often (7). always (9)

EI=2.76 EO=3.80

11. When you start talking in French to a French speaking person, how oftendo they switch into English?

E1=3.94 EC=4.38

12. Do.you ever avoid situations where you have to speak French?

E1=2.70 EC=3.80

If so, why?(See analysis of students' notes.)

13. Do you attend parties where only French is spoken?

EI EC

YES 3 5

NO 14 16 X2= 0.004; df 1; p. n.s.

14. Have you taken or will you take high school leaving examinations inFrench?*

*The wording of this item was ambiguous; some read it as taking thetypical English language high school leaving exams which have a com-ponent on skill in French, whereas others read it, as we intended,to mean taking all leaving exams in French, The data was thus notanalyzed. We will eliminate this ambiguity when testing subsequentgraduating classes.

t -test df p value

-1.70 31* p < .10 n.s.

-0.60 32* p > .55 n.s.

-1.43 36 p < .16 n.s.

A3

Do your have any francophone friends?

EI EC

YES 15. 14NO 2 7 X2 =

16. :What language do you use with them?

EI EC

ENGLISH 0 7

FRENCH 7 3

ENGLISH 9 4

& FRENCH

N.A. 0 6

MISSING 1 1 X2

=DATA

17. Do you use French for errands?

EI EC

YES 14 8

NO 3 13 X2

=

1.37; df = 1; p >

16.28; df = 4; p <

5.84; df = 1; p <

.24 n.s.

.01

.02

18. Do you use French when asking for and giving directions?

EI EC

YESNON.A.

143

0

8

121 X

2= 7.70; df = 2; p < .02

19. Do you take part in other activities which require-a know-ledge of French?

EI EC

YES 9 6

NO 8 15 X2= 1.43; df = 1, p > .23 n.s.

44

#., Comments on French Language Programs

" In this section we would like to comment on your partici-pation in specific programs designed to teach you French. Wewould like you to assess the programs' weaknesses and strengths.

We would like to know what you think is the best way forstudent to learn French: was it the way you learned or an-

other method?

(See separate analysis of' commentaries.)

ti

TV. Plans for the Future

Finally-e-we would like to know something about your future

1. What will you do after you graduate from High School?

CollegeWork

EI

152

EC

201 X

2= 0.04; df = 1; p > .85 n,. s'.

2. What type of occupation are you interested in?

EI

Blue Collar 1White Collar 8

Professional 7

Undecided 1

EC

09

8

4 X2 = 2.53; df = 3; p > .47 n.s-4

3. Where do you think you will be living in 4 years' time?

QuebecNot QuebecUndecided

EI

6

8

3

EC

3

126 X

2 = 2.40; df = 2; p > .30 n.s.

4. Will you continue to improve your knowledge of French?

EI

YES 10NO 5

UNDECIDED 2

How? (See, separate ana

5. Are you interested in 1

EC

156

0

YESNO

EI

107

EC

5

16 X = 3.46; df = 1; p < .06

X2 = 2.69; df = 2; p > .25 n.s.

lysis of commentaries.)

earning another language?

46

Please use the space below for any other comments you may wish

to add concerning the topics mentioned in this questionnaire.

See se arate anal sis of commentaries.)

.11111...m.

47

TABLE 3

Questionnaire Replies of Parents After11 Years of Immersion

I. Background Information

1. (Questions 1-8 asked for name, address, child's grade level,etc.)

2. What is your native language (i.e., the language you firstspoke at home)?

Mother all English-native language*Father all. English native language*

*For parents of both the Bilingual or Early Immersion studentsand those of the English Control group.

II. School History

1. If your child attended a late-immersion program or a Frenchschool, please give the reasons for following this course of

study.

(See analysis of amounts.)

2. If your child dropped out of an early immersion program, canyou remember the reason for this? Was this a good decision?Do you remember any problems or benefits resulting from this

switch?

(See analysis of comments.)

A^a

III. French Language 'Competence

For the following four questions, please answer by marking an X in one of the nine spaces that best

describes your ability in French.

1. I can speakFrench:

barely wellenough enough like a

not to to quite nativeat all (1) get by (3) get by (5) well (7) speaker (9) t-test df p value

Mother: EI73.40 EC=4.25 -1.57 30* p > :12 n.s.

Father: -0.51 33 p > .61 n.s.EI 4,53 EC 4.90

2. I can under-stand French:Mother: EI=4.20 EC=4.85 -0.97 33 p > .34 n.s.

Father: -0:94 33 p > .35 n.s.

EI=4.86 EC1.50

3. I can readFrench:Mother: EI=3.93 E0=4.80 -1.32 33 p > .20 n.s.

Father: -0.61 33 p > .54 n.s.

EI=5.06EC 5.50

4. I can writeFrench:

Mother: EI=2.86 EC=3.65 -1.27 33 p > 21 n.s.

Father: 4,- -1.59 33 p > .12 n.s.

EI=3.26 EC=4.45

nu

IV. French Language Use* and Parental Involvement

1. Over the years, have you as parents encouraged your childto participate in non-academic activities which involvedusing French (e.g., going to theater, swimming class in

French, etc.)? Please give all relevant information.

EI EC

YESNON.A.

1320

125

3 X2 = 3.68; df = 2; p > .15 n.s.

(See also analysis of comments.)

2. Have you as parents encouraged your child to use French inthe community (asking directions, finding French friends)?Pleage give all relevant details.

EI EC

YES 14 13NO 1 5

N.A. 0 2 X2 = 4.07; df = 2; p > .13 n.s.

(See also analysis of comments.)

3. Have you embarked on any new programs to improve your Frenchas a consequence of your child's schooling? What have these

been?

EI EC

Mother:YES 6 4

NO 8 14

N.A. 1 2 X2 = 1.68; df = 2, p > .42 n.s.

Father:YES 5 4

NO 9 13

N.A. 1 3 X2 = 1.14; df = 2; p > .56 n.s.

4. Have you been involved in any school or educational" commit-

tees? Please give instances.

EI EC

Mother:YES 7 9

NO 7 9

N.A. 1 2 X2 = 0.12; df = 2; p > .94 n.s.

51

V. Comments on French Language Programs

We would like you to comment as parents on the variouslanguage programs that your child has followed: (1) Do

you feel they were successful in teachir.4! him/hOr French?'What were its weaknesses and strengrhs? What method doyou think is the best fcr teaching French? (2) If youhad it to,do all over again, how would you plan yourchild's education? (3)

(1) Evaluation of chili's language program.

SuccessfulUnsuccess2ulOtherN.A.

EI EC

X2= 17.95; df = 3; p < .001

12111

3

110

6

(2) Best method for teaching French?

EI EC

F.S.L. 1 0

Early Imm. 8 3

Late Imm. 0 1French School 0 2

Other 1 42

N.A. 5 10 X = 9.21;

(3) How would you choose again?

df = 5; p > .10 n.s.

F.S.L.Early Imm.Late Imm.OtherN.A.

EI EC

X2= 11.46; df = 4;

3

8

2

02

23

12

12

(See also Parents' Commentaries in Appendix.)

53

p < .02

04.

Please use the space below for any other comments you may wishto add concerning the topics mentioned in this questionnaire.

54

TABLE 4

Themes Emerging from Commentaries: Comparisons of EI and EC groups*

55

1) Student's working experiencewith French language.

2) Student capable of workingin French.

3) Student capable of studyingin French institution.

4) Student's attitude towardintegrating with Frenchspeakers.

5) Motivated to stay or leavethe Quebec scene.

6) Student's satisfaction withpotential to be fully bi-lingual.

7) Student has French speak-ing friends.

8) Private vs. publicschooling.

*Entries are percentages.

Early English EarlyImmersioit Comparison ImmersionStudents-----Students------Parents

EnglishComparisonParents

(N -7 18) N a 22) = 16) =

Yes 33 9 25 5

No 55 77 44 80

No Info 11 4 3L 35

Yes 72 22 75 20

No 6 18. 6 20

No Info 22 60 19 60

Yes 28 9 56 5

No 22 27 19 20

No Info 50 64 25 75

Positive 72 41 88 70

Negative 17 14 0 5

No Info 11 45 12 25

Stay 39 18 38 30

Leave 56 73 38 30

No. Info 6 0 25 40

Satisfied 72 27 81 20

Little hope/ 6 45 12 50

Too lateNo Info 22 27 6 30

Yes 50 27 38 30

No 33 50 38 10

No Info 17 22 25 60

Public 100 64

Private 0 36No Info 0 0

20)

56

P.(

APPENDIX*

Commentaries of Students and Theii Parehts

*

I Early: Immersion Pilot Group - pages, 1 29

IIa English Comparison Groups j withFOL pageSh29 -

IIb English Comparison Group, With-;FSI;A:auSi

immersion at grade 7 page-6- 51 .r! :59

Families marked with an asterisk were not included in thestatistical analyses since either the student dropped outof the early immersion program before Grade '6 or, in thecase of those in the English Control group, they had someimmersion experience in elementary school before Grade 7'.The English Control student from Family #14 was also notincluded since he did not return his questiOnnaire.

57

.4111.111.1111.111.11.1.41.11-10

Appendix

Commentaries of Students and Their Parents.

I. Early Immersion' Pilot Group

1

Immersion program up to grade 7;, from ,Wa grade on, at. OhaMbl.y.

CountyAigh School (CCHS) . English speaking parenti, *ten*

for father; mother more able to understand Frenth. Tarents gave er-,

,couragernent to speak French outside, of school: "All si60As

ties. (including.coaching), have been bilingU41., I have encouraged-

:Watching French T.V. Encouraged to use-in-our Alset,

"child is often called to act as translator.w Parents ,have- 'taken,

no' 'courses to learn French. Parents have no, involveMentA0",60..h9.4,

committees. Parents: "I think that the early ,piliriodi prograM.wa6-.

hampered by inconsistency in standards of teaching, which was .perhaps

to be expected in an experimental prograftri --(One or two Of ihe,early.

teachers were not up to what was required of. them.) I was'much im-

pressed with the spoken French by the end of.rlementary school, but

very disappointed at the lack of knowledge of French grammar and

therefore, also the written French. Possibly later grades have cor-,

rected this problem. It was disappbinting also that on reaching H.S.

their French seemed to peter out, due to the, fact that so few options

could-,be offered in French. Yes, would do the same again, but I1

1

would want to ensure that the students continued to make progress in

also, rather than losing ground; would prefer to see a solid

grounding in grammar' during the elementary years. All in all, I am

pleased with the results."

Student thinks he can speak French quite well. Student: "Since

58

-c-

1

,' ject to an incredible amount of tests and interviews

McGill University. As far back/as I can think, I can. /--ests,-the interviews, the interviewers and most-of ali

Vt

Kindergarten both the bilingual and immersion

2

have been sub-

rried out by

emember the

he-time

that went in to writing these tests Today when Mr.

plaining this "questionnaire" he also mentioned a book th

,published about the bilingual programs. When someone ask

we could get a .copy,

would like to borrowrf

seems like an ironic

he replied

this book,

statement,

ce was- ex-,

at had been,

d him where

calmly: "I'm sure if anyo

I'm sure it could be arran

that after 12 years at writ

e of you

r." This

11g tests,

\indica7

Aso many

in the

\speak

ei-

ofk,

that we should have to borrow, between us, one book with some

tion of our results. Our class personally was bombarded with

of these tests that after a period of time, we all just fille

blank squares before even reading the questions. I think I ca

for the entire class of '77 when I say that we would appreciate

ther our marks or results, or a copy of the book. If this is no

possible, tell us at least where we may buy the book. This sign

appreciation would be graciously appreciated by us all. Thank you

in advance." After graduation? Will go..to Champlain CEGEP for a

year and move to Waterloo (Ontario) University to study architectu-

ral engineering. Occupation? Architectural engineering. Living in

4 years? Toronto or somewhere in Ontario. Continue to improve Fren

Depends. Another language? No.

Family #2

Immersion program up to grade 7; from 8 on at CCHS. English

speaking parents; mother speaks minimal French, father understands

well enough to get by. Encouragement outside of school to speak

52

ch?

3

French: "French T.V., swimming class in French." Mother has taken

evening classes to learn French. Father takes French classes through

business. No school involvement., Parent: "I think the bilingUal

early immersion program was successful in teaching French, and I

think it appears to be a very successful way of teaching a child a

second language. I feel this program had many problems at its in-.

ception--finding qualified teadhers and proper textbooks were big

problems. There was great variance in teaching quality from year to

year in elementary school. However, since we have two other children

following behind, these problems seemed to have beeh solved and they

are the ones who are really beneiitting-from the experience. I would

follow the same procedure, if I could plan my son's education over

aJain, and put him in the same program. However, I would have pre-

ferred to send him to a French High School, at least for a couple of

years. This was not really possible for him at the time. The high

school, CCHS, offered some choices,of courses in French at the grade

8 and 9 level, but by grade 10 there were no choices. I think more

French courses could be offered and SHOULD be-Offered, otherwise, we

are just wasting time and money at the elementary school level if we

can not follow through more positively at the H.S. I would be inter-

ested in receiving a copy of your anal. is of the outcomes."

Student feels he can speak French somewhere between "well enough

to get by" to "quite well." "As I said before, I feel any shortcom-

ings I may have in respect to my spoken French could be remedied by

practice. Unfortunately, the selection of French programs in CCHS

has been rather poor. In grade 8, I took Social Sciences in French,

in grade 9 there was biology, but aside from actual French classes,

Go

A

there has not been anything else offered, although'they promised law

and history courses. I was given the opportunity to take both grade

10 afid grade 11 French in one year and write both final exams last

_JuneX_passed both written and spoken exams...__ .I spe-

cific Complaints or suggestions other than after they have gone about

providing excellent elementary school and early secondary French pro=\

grams in French, that they should follow up with some French oriented

courses to give students a chance to exercise the language." After

gradution? I will attend Champlain College. I have opted for the

social sciences program. Occupation? I have not made any definite

plans as of yet. Living in the next 4 years? I plan Lo stay in Que-

'bec as long as political climate allows, however, I do not plan to

leave Canada. Another language? I have no uses for another language.

Family #3

Early immersion through grade 6; from 8 on at CCHS. English

speaking parents; mother's French "well enough to get by," father

"barely enough." Encouragement: "We have always encouraged daugh-

ter in practicing her French conversation with French playmates.

Also in her later years to use her French while shopping in various

stores. Mother: "I use French 80% in my work and daughter has

helped me many times. Father has taken French lessons at work.

Neither parent involved in school committees. Parent: "I am very

satisfied with the progress daughter has made and maintained in the

bilingual program. Teaching was excellent each and every year. The

interest was always there. The bilingual program was our choice and

hers,, and it is to her benefit now more than ever. Complete immer-

sion for the beginning years is the best in my opinion. Yes, I wouldc---

61

5

make the same choice now as I did 10 years ago."

Student thinks she can speak French "quite well," and under-

stands "like a native." "I think that the best way for a s udent to

-learn French is to start young like I did. I also feel that\ifme

were in a French school learning French with as much attention as we

got in the English school, we would have learned faster,. This way

at recess, lunch, etc., instead of talking to Other English students

there would be French students and we ,would have made French friends

and therefore would have used our 'French outside of school, more than

we would have since we were in an English school." After graduation?

La Salle College to study Fashion Mexchandizing. Occupation? Buyer

or manager. Living in 4-"Tears time? Not in Quebec, maybe out West,

hopefully in Southern U.S. Another language? Yes, but I would have

like to have started learning them earlier but had no opportunity to.

Sports is the activity which requires, knowledge of French.

Family #4

Early immersion through grade 6; from 8 on at CCHS. Parents

English speaking--both parents speak French "well enough *.o get by."

Encouragement:"DaughterstayedwithaFrenchfamilyirbrooke

in 1973 for one week which worked out well. More of this type of

socializing should be encouraged. She also took swimming and danc-

ing courses in French." Mother: "I have taken French courses bUt,,,

mainly because of using French at work. Father has also taken French

courses. Mother has been involved in school committees. Parent:

"The immersion program was great, but after grade 7 the whole program

seemed to bog down. Perhaps more contact with French children would

have been helpful. In St. Lambert the need to speak French was not

62

6

\ really strong and so the children were taught in French in school

rip

and then found little use for it outside. In all fairness I think

the program did make my child bilingual; it is up to her now to car-

.y On_and-make_the_effort....to_polish....mp_her wrench .2___f eel_she_has_

a solid background. Unfortunately, "Bill #1" is making these chil-

dren feel that being bilingual is not enough."

Student thinks she can speak Drench "well enough to get by,"

and understands French "quite well." "I think the best way tos

rn

French is close to the Early Immersion course. But I believe that

grammar and verbs require more study. The conversation and compre-

hension are well learned. The Written is another matter. PerhapS

we should start our written French program at an earlier age." After

graduation? Champlain CEGEP in the health science program. Occupa-

tion? Nutritionist. Living in 4 years time? Ontario: I would like

to attend a university there.

Family #5

Early immersion to grade 7; from 8th year on at CCHS. English

speaking parents; boCh speak French "barely enough to get by." En-

couragement: "Bilingual swimming classes. Also encouraged child to

speak French with friends, but in most cases the French friends want-'

ed to practice thpir English with our daughter." Neither parent has

taken any courses to learn French. Mother and father have been in-

volved in school committees (committee for bilingual education)."Daugh-

ter has been in the "lead off" immersion class since 1965. We have

been very pleased with the program and the results. Except for a few

mix-uEls and minor difficulties which were "ironed -out" from year to

year, thee greatest weakness was the teaching of mathematics not only

63

7

in French, which is perhaps unnecessary, but the switching from one

method of teaching math to another and back again, was confusing to

daughter. She has enjoyed becoming bilingual. Would do the same

again."

Student feels the can speak French "like a native." "The only

time I might have trouble Speaking or understanding French-would-b&-

when Quebecois French (Joual) is being used." She only speaks French

withNFrench friends who are uni-lingual (French only). It h&lin4ubilingual

they prefer to speak English." "I like to speak French. I always-

have and always will. I have alwayg been proud of the fact that

can speak-two languages and this is perhaps due to my parents tell-.

- ing me how lucky lam. I am very keen on languages, although tliat

is not the field I am aiming for. I wish to learn Spanish at CEGEP

next year. I feel that this bilingual program was the best to use

and learn French. I have learned French so well that last year,

during my French oral which was judged by a complete French stranger,

I was told by her that vhe thought that I was a French Canadian! I

was the., happiest person in the wor.t.d. The only complaint I might

have of the program is the constant switching languages of Math.:

one year in French and the next yea'r in English. I think Math should

be done in English since it doesn't add much to your French vocabu-

lary and only confused me all the way along." After graduation?

Champlain CEGEP in St. Lambert next fall and go into Health Sciences.

Occupation? Interested in medicine, and wish to become a pediatri-

cian, as I love kids or work in emergency at a hospital. Living in

4 years time? With the present situation in Quebec right now, it

will probably be in Ontario, hopefully not, if the situation changes.

64

Another language? Yes. I wish to learn Spanish next year, and may-

be other languages afterwards.

*Family #6,

Early immersion for two years; English stream then, having to

repeat grade 1 in English. English speaking parents; mother can

speak French "barely enough to get by." Encouragement: "Yes, as

much as possible." But, "They do not have French friends; will speak

French if they have to." Neither parent has taken special courses

to improve their French. No school committee involvements for

either parent. Parents comment: "His dropout of the program was on

the advice of the school, the child was so unhappy. Yes was a

good decision, he has done very well since." ,,,tWo sons were in

the French program which I thought was very good. One son was taken

out after two years on the advice of the school. The second child

after three years. They both speak French very well, but could not .

handle the teaching methods of the teachers as they are both shy chil-

dren, and as a result-would not speak French when spoken to."

Student/says he can speak French- "quite well." "I changed be-

cause I didn't like the program. I now think that it was the wrong

decigibn to make at the time. The problem I had was when I changed

from French to English, I was held back one year. I should be grad-/uating this year, but because of the program I wont graduate until

next year." "For the years that I was and still am learning French

I've found that there is a lot more emphasis placed on written rather

than oral. I think they should teach the oral part of the French

program more, because the ?tudents speak French more than they write

it in everyday life. Most of my teachers don't bother with the

65

9

pronunciation all that much. I think a good way for the-younger

people to learn French in the written aspect would be to have French

students in another school they could write to every now and again,

then the French students would write back in English. This way both,

English and French students would be able to develop their second

language." After graduation? I want to go on to CEGEP ani then a

university, or else go out of the province instead of going to CEGEP

and to grade 12. OcCupation? Go into business administration or

architecture. Living after 4 years time? It's hard to tell where

I'll be living, but I'd like to stay in Quebec. Another language?

Only if I had the chance to use it on a daily basis or frequently.

If not I'd probably forget it and it would go to waste, which would

'other me. Presently at CCHS.

--gamily #7

Early immersion to grade 7; then English stream at CCHS. Pa-

rents English speaking; can speak.French "barely enough to get by,"

mother understands French "quite well." How did they encourage child,

outside of school, to learn French? "Son has been very active in

sports, consequently has been on teams with French boys and we have

always encouraged his involvement with them. Programs to improve

your French? Yes, taken French courses as well as joined conversa-

tion groups in speaking French. Mother active in School Committee.

"As we have a French child in early immersion (grade 1, St. Lambert

Elementary), this indicates that we feel this the best solution foir

a child to learn French while still within the English system. We

have another child in Secondary III who has also followed this pro-i

gram and we feel the results are perhaps better with her. This

66

10

bothers us some, but presume the reason is partly the child's atti-

tude. However, if we had it to do over, we would, we think, follow

the same course with first son as I'm sure he is reasonably well pre-

ared_in_the_Zenc_h_lansuage and the rest up

words, the schoOl has done all it can. I think it would be extreme-

ly beneficial for the High School to have an exchange program with

another French high schoo.i. so the children can test their fluency.

Perhaps this would show them their weak areas and a week or two of

total immersion makeF a vast improvement in speaking' Frenun as we

have found with another child who missed this program."

Student feels he can speak French "quite well" and understands

"like a hative speaker." He has "quite a few francophone friends

/who are involved in sports, etc." "I think that the only way for a

student to learn French is for him to practice it on the street. Ha

can be taught the basics and the grammar in the classroom, but he

must ,use his French or otherwise he will slowly lose it. I felt

that the system was worthwhile and well composed but one of my beefs

was the constant testing. I feel we should have at least been given

our results to see how we were doing, though. However, I am glad I

was in the program, especially now that being able to speak French

is becoming more and more important." After graduation? Go to CEGEP

and then work. Occupation? Might takt, over father's business.

Living in next 4 years? In Quebec. Another language? Not really..

*Family #8

Early immersion only through g-ade 1. Parents English speaking;

no French or "barely enough to get by." Both parents involved in

Parents for Bilingual Education committee. Son dropped out in grade

67

I due to identification of a learning disability and advice from

Montreal Childrens' Hospital Learning Centre. Under the circumstanc-

es this was the only possible course. Problems encountered in biling-

ual programme continued to occur in English programme. Present low

achieVement level in French a problem. Parents: "We have had three

children each having different experiences in French Programs:

(1) First child, born 1958; English program from kindergarten

to grade 3; then transferred to full French program (French

school), grade 4 to 11. Then to English CEGEP. No prob-

lems, fluently bilingual.

(2) Second child, born 1960; joined St. Lambert bilingual-pro-

gram in Kindergarten; repeated Kindegarten, then to English

grade 1 through to grade 10. Minimal knowledge of French.

Has learning difficulty.

(3) Third child, born 1963; joined St. Lambert bilingual pro-

gram, Kindergarten to grade 6. Now in French High School,

grade VIII. Fluently bilingual. No problems.

We feel that bilingual programs gives good grounding and will prob-

ably produce a child with functional bilingualism. However, our ex-

perience indicates that only total immersion in a French school for

several years produces true bilingualism. We found our children had

increased motivation to learn French when in a French school. In our

experience, neither the bilingual program not the standard English

system provided any program designed to deal with the child with

learning difficulties. We feel the standard English system provides

very poor language training, again particularly for the child with

learning difficulties. We would very much appreciate receiving a

63

copy of your analysis when completed."

StUdent says he can, speak French "barely enough to get by."

Dropped out because he was "unable to cope with French prog;am.

This turned out to be quite good for me, but j:t limits my French to

a very simple level." He can sometimes convey his meaning by using.

,English and French. "The best way is the early immersion plan. The

system I took is too slow and as a result I know very little French."

After graduation? A trip to find a college outside of the ProVince.

Occupation? Physics and accounting. Living in 4 years time? Prob-

ably in Toronto. Another language? No. Presently at CCHS. Gl'ade

10.

Family #9

Early immersion to grade 7; since at CCHS in English stream,

with enriched French for grades 9, 10, and 11. Parent's native lan-

guage is English; mother speaks no French, father speaks "enough to

get by." Encouraged your child to learn French? During elembhtary

grades daughter was enrolled in French-language swimming classes

and sports programmes (field hockey and basketball), which were con-__ducted in both languages. Programs to improve your French? Mother:

studying has taken priority. Hope to enroll in a course next Fall.

Father: "No, but use French whenever the occasion arises." Comments

on French program: "Very enthusiastic about programme although there

have been growing pains, e.g., new teachegs, new programme, lack of

numbers to permit greater choice of courses. Later problems union

tunately, meant the (almost) death of the programme in the high schoo

One sohtion would be to offer compulsory courses in" Frene instead,nstead,

of optional ones which only add to the problem. Yes, we would do it

69

all over again. It's not a perfect solution, but it is about 200%

\ better than traditional programmes."

Student feels she can speak French "like a native speaker."

French friends? No, but there are neighbours with whom I speak

French. Activities which require a knowledge of French? Community

sports. Comments on French programs "The strengths of the early

immersion program: Because I started learning French at suchlan

early age, I am able to communicate in French much easier. The tea-

chers who taught us were all francophone. The balance of French to

English was in good proportion. The weaknesses of the early immer-

sion program: The program was not properly continued after elemen-

tary school. Iwas (or we were) not among French people (children)

'Olen being taught. Probably the best way of learning French is to

be in a class where you are with other French children. This forces:

you to speak French in and out of class. It. also improves your ac-

cent, as well as introducing French speaking friends." After gradua-

tion? I plan to continue my education at Champlain Regional College,

either in the Commerce or Social Science area. .Occupation? It'is

my plan to work with children either:as a special education teacher

for children with learning or emotional problems or as a social work-

er. Living in 4 years time? I hope to be attending University in

Ontarioeither Queen's of Carlton. Continue to improve French? Yes,

I would like to improve my knowledge of French in CEGEP and Univer-

sity. AnOther language? As a hobby, I would be interested in learn-

ing another language. Presently at CCHS.

14

Family #10

Son in early immersion through grade 6; since then at CCHS in

English stream with FSL. Parents' native language is English. Both

parents can speak French "barely enough to get by." They encouraged

their child to participate it swimming class and a few theatre per-

formances in French. Son uses French when he has to, although he has

always been encouraged. His friends are mostly English speaking and

other ethnic backgrounds, but not French. Parents have not taken new

programs to improve their French. Mother involved in school activi-

ties. Parents' comments on program: "We feel they were successful

,in teaching him French, although these students had a rough time, due

to different teachers, we never knew who would be teachingthem next

orAghere they were going to find one for the following year, etc.

We do not profess to know which method is best for teaching French.

The educators, proficient in the language, would surely be the ones

to know this. However, our opinion is to know the grammar and to have--

a minimum of oral French and to teach it in a pleasant manner. If we

had to plan his education all over again, and in this Province, the

way things are now, we would have him attend elementary school and

then try very hard to find the money for a private school education

(English). We feel on the whole the early immersion program was good

and beneficial. The fact that this was something new was no doubt

the reason for our misgivings at various times. We think it helped

him with his spelling in English. A second language should always

be taught as such and never first. Some of the teachers in this

program in the early years were perhaps not as proficient as we would

have hoped for."

7.1

My-

15

Student feels he can speak French "quite well." He hae no French

friends and uses French when necessary. He works with a French speak-__

ing person which requires a knowledge of French. No comments on pro-

graM. Mter graduation he plans to attend CEGEP, interested in science.

Thinks he will be living outside of Province of Quebec. Does not plary

to continue to improve French since he is not interested in it, if ,he

is living outside of Quebec. He is not interested in another language',

because he would not use it.

Family ,t11

Son in early immersion to grade 7th; then to CCHS With 'sortie sub-

jects taught in French. Parent's native language is Englisk. Both-

parents speak French "barely enough to get by." They encouraged their

child with French only to the extent of encouraging him to get books

from the French section of the library and with French programs on T.V.

Also, ',hen the need arises to ask for information they have 'encouraged

son to ask for it in French rather than to attempt to do so phemselved.

Mother has taken evening classes for adults in conversational). French

and grade XI French. Neither parent has teem or is involvedin school

activities. bomments: "on followed the early immersion prOgramme

from Kindergarten to grade 7 with very satisfactory tesults. It is ob-

vious that the success or failure, or perhaps I should say the degree__

of success, is dependent to a large extent upon the teacher, but 'this is

true in most learning situations. It is essential that fluency be

maintained in high school with options being taken in French as welt

as French language arts being taken at a higher level than is no'rnal

in an English high school. I think this programme is an excellent

method of teaching French and if I had it to plan again, we would do

72

oww

16'

he same thing. I am very pleased with the results P.S. To bear

witness to my statement regarding what I wbuld do if I have it to,

do agaih, my second son i4ho,is a, yea-is younger than first has for-

lowed the,same programme and has just completed secondary II at CCHS

and I am equally pleased with the results."

Student feels he can speak French "like a native speaker." 75%

of his friends are francophones. He uses French with them gsually,

but their English is better than his French. He considers his FlInildhA'

good enough to attend a French university, and intends to go to the

University of Montreal to study Math and Economids. He- 'cuffdntly

works where English and French are spoken equally often. The shop-

keepers are French; student speaks French and tries French first with

strangers but if the person is English then he switches. He reads

French newspapers, and also watches as much French T.V. as English.

He rarely uses French with brothers and, sisters and he has no French

neighbours. If schoolmateg are French he uses French with them. He

reads books in French often. All his friends are bilingual: 50%1 of

the .conversation is French; 59% English._ Comments: "Strengths:

11) Total immersion--no-English taught-at first; (2) teachers-are-

native French speakers. Weaknesses: (1) Although student-teacher

relations are in French the students talk among themselves in English;

thus 80% of the communication done is in English. Best way to learn

French: putting two or three anglophones in a totally French class-

room, this way, as well as being to-f-1 immersed in French and having

a French teacher, all student-teacher and most Student-student com-

munication would be in French. (Unfortunately, the anglophone's Englis

would suffer). This program would be implemented when the children

73

17

were young, but it would work for older students too. After gradua-

tion he plans to go to English CEGEP, French university (hopefully,

-La-Sorbonne) and a job where either English or French is spoken. He

is interested in Economics, Math, statistics, political science, etc.

Thinks he will be living in Quebec or France, ,perhaps the U.S. or

England. Plans to continue to improve French by either living in a

French country or somewhere French

he is somewhere in Er, lish world.

Arabic, perhaps Italian or Russian.

teachers were frOffi -ti-rana-d, Belgium

French with not so much an English

is spoken,,or-reading French if

Interested in learning German or

A personal observation: "my Fi:74hbh'

and r,rth V:rica, thus I speak

as a continental accent. I alio

understand only continental French; this means that on the street I

have difficulty understanding some native expressions and "Joual".

Although International French should be taught, "la langue dupeup10

should be taught too, by Quebec teachers who know the current idioms

and expressions. This problem stems from the fact that English is

not a stratified language: all the classes speak the same grand old

English.French, however, is stratified according to class and differ

ent classes of French should be taught.' Presently at Champlain Re-

gional College.

Family #12

Son in early immersion to_grade 7; from 8th on at CCHS with some,/

subjects taught in French. Parenhative language is English.

Mother can speak French "barely enough to' get by," and father can

speak French "quite well." They encouraged their child to Partial=

pate in French sports programmes only. Exposure to French children

who are bilingual and coaching, also bilingual (in other words, not

74

concentrated French). Mother had taken no new programs to improve

her French bUt father had taken language courses in business French.

Mother involved in school committees. Comments: "This child was

involved in the pilot program. Primary grades were particularly dis-

organized (no French readers till April, chahge in Math program, etc.),

1§,

These children developed a very strong bond with one another, a unique-

situation in today'sworld of transients. They became difficult to

manage as alyjroup. Discipline problems, and how. Many stories came

to our knowledge after they left elementary school:-..,The most frus-i

trating experience as parents was not being able to help with home-

work, extra assignments, etc. where to find books at the right level'.

Thinking back I can remember friends asking whether the program af-

fected the children emotionally or psychologically. Ridiculous! He

/1is extremely well adjusted, a joy to live,withl his- greatest asset

being his love for people. One weakness of the program was that .the

children always reverted to English on the playground, naturally,

which left only a few hours of concentrated French, and even less as

they to. English. I would .have preferred a more concen-

trated French, at least to grade 4. Presently both languages did not

give enough opportunity to learn the skills well of either one. Se117,-"

tence structure, spelling and general reading for enjoyment has suf-

fered,in his French and his English. To do it all over again--Kin-'

dergarten to grade 4 with strong traditional English program, then

French immersion."

Student feels he can speak French "quite well" and understands

'like a native speaker." He does not think hjs French is good enough

attend a French university, not at the present moment, but he does

7 5.

ti

19

have a job this summer where 80% of the language spoken will be

French. He uses French for errands, but would rather talk-English.

Be finds it much easier to work in English. He can read French 9.K.,

but has no speed in reading. WatchesT.V. in French but most of the

Frehch shows are sick. Always uses French witlY teacher, often with

neighbours and sometimes with friends. He does not attend gat'ties

where only French is spoken because he does not hang around with

Frendh people, but he does have French friends. He feels that by

taking exams in English, he would get a better mark. Sports, is the

activity that requirss a knowledge of French, which he takes part in.

After graduation he plans to go to English CEGEP. Interested ip/Com-

merce, and workinglin the business world. He has no idea where he

w4.11 be in 4 years time, ,.Plans to continue to improve F ench by talk-

ing it. Not interested in another'language. "If arson does not

have a great knowledge in English, then I will ta'fk French to them.

If I feel that they talk better English than, I do French I will talk

English to them. It depends greatly upoil the one you are talking to

and what kind of a mood you are in-: "Presently at CCHS, 11th grade.

Family #13

Daughter in early immersion tograde 7; from 8 on at CCHS with

some subjects taught in French. Parents'native language is English.

Both parents can speak French "well enough to get by." They encour-

aged their child to participate in French swimming class and French

T.V. Mother and father have taken French immersion programs to im-

prove their French. No school involvement. No comments on program.

Student feels she can speak French "quite well", and considers

her French good enough to attend a French University. She has a job

76

2

20

in hospital WithFrench supervisor. Will not take exams in French

because she considers school hard enough in English. She reads'

French newspapers. Always uses French with French teacher, often

with neighbours, sometimes with friends. Does not attend parties

where only French is spoken because none of her friends are French;

if they were she would not hesitate to go. Her francophone friends

are neighbours and people that she associates with when playing

sports. She uses French with them. She practices her French main=

ly doing sports where the majority are French and at work. Comments:

"I think the program was very good. Although, when_it,--came,tplearil-

ing English verbs, I was very bad at it. When we reached high school

we had a complete change; it went, from all French to all English.

We lost a considerable amount of French that we had learned. Learn-

ing French in High School was extremely boring. We did not learn

anything new. Perhaps if it had been more balanced things would

have worked out better. This way we're inadequate in both. I feel

that it was a great idea and has helped me a lot. These days when

everything is French, my schooling has helped me a lot.' She plans

to go to- the Mother House and be a legal secretary after graduation.._.

has not decide' what type of occupation, but feels if she can

learn the skills of a secretary she will be able to get a job. In

4 years time she plans not to be living in Quebec; she finds that

French is becoming overpowering: she feels they have gone too far

and should have left things :the way they were. Will she continue to

improve French? If she plans to stay it will be a necessity. She

will continue to take French as a course. Another language? Yes,

she feels the more languages you can speak the better you can

77

21.

communicate with others.

Family_ #14

Daughter had early immersion to grade 5 and then moved to On-

tario. From 6th on, English programs. Parent's native language,

English; mother speaks French "well enough to jet by," father speaks

"quite well.". Parents encouraged child to participate in non-aca-

demic activities in order to improve her French, while they were in

St. Lambert, but not too frequently. It was a question of availa'=

bility. Theater, field hockey lessons, etc. They encouraged' daugh-

ter to speak French at every opportunity. Mother has not taken new

programs to improve her own French, while the father has taken 'a

Berlitz course when in Montreal. Neither one has participated in

school activities. Comments: "In 1971, the year we left St. Lambert,

daghter was bilingual. Unfortunately her FrenCh hascnot improved.

She has continued to take French at school. We are encouraging her

to attend Etienne Boule in grade 13. The program she attended in St.

Lambert was excellent. The program was most successful in teaching

her French. The only weakness appeared to be a very slow learning

stage for English, particularly compOsition. Early immersion is the

best method, and we were to do it over again, we would follow the

same method. It is unfortunate that we were transferred part way

through the program."

Student can --,eak French "well enough to get by," to understand

it "quite well." le dropped out of program because "my father was

transferred to Ontario in his job. I wish I had kept up my French

because now I have lost a great deal of it." She feels her French

is not adequate for a university or a job, but is good enough for

78

22

errands, directions and reading a newspaper. She would like going

to a party where only French was spoken. She understands French

radio and T.V., as long as they don't speak too quickly. She rarely

uses French with parents and family, sometimes with ft-lends and\neigh-\

bours and often with French teacher. She just has a girlfriend eigh-

bour who is a francophone, and they usually speak French. Comments,:

"I feel the program that I was in was the best way to learn French.

I just wish that could have kept up with my French. All my other

friends are still in the program and learning a great deal. When m

family moved to Ontario, I was entering grade sir. The French that

was then given me wasn't even comparable to my first year in kinder-

garten. I also helped the teacher out when some of the kids couldn't

understand what was going on." She is not exactly sure what she'll be

doing after graduation from H.S., but probably will use her French in

the airline business. She plans to work as a flight attendant. In

4 years time she "would like to live in Quebec, but not with the sep-

aratism business going on." She would like to continue to improve

her French by taking French in high school. Right at the moment she

is learning German. She. is. going into har third year.. Presently_at___

George S. Henry Secondary High School, grade 11, Ontario.

Family #15

Son in early immersion to grade 7; then to CCHS with social

science course in French, and FSL. Mother's native language, English;

father's native language, French. Mother can not speak French at all;

father speaks French"quite well." No particular encouragement for

child to learn French outside of school. Mother had not taken any

special programs to learn French. Father has, but not as a consequence

79

23

of the child's schooling. No school involvement from either parent.

Comments: "They feel the program was fairly successful in teaching

child Frerch. Weakness lay in the fact that the children were with

anglophonestherefore used Frerich only at school. But on the posi-

tive side they have far more, Fren, than children who only took

Frenr'h as a day to day subject. :For an anglophone Who wanted to be

bi:ingual this method is very,good. We would do the same thing again

{placing child in immersion/program)."

Student can speak French "well enough to get by," to understand-

ing it "quite well." Does not consider his French good enough to at-

tend a French university but concerning a job in French he feels that

"with a little practice he could probably work effectively." He uses

French for errands, and to ask and give directions. Sometimes but not

often he reads French newspapers. He finds it "hard to understand

French when they speak quickly and he tries to avoid speaking to people

he doesn't understand." Does not attend parties where only French is

spoken because "none of my friends are French save for a few acquain-

tances I don't know very well." He usually uses French with them.

Comments: "From what I can remember of the French program, not enough

effort was made to force us to speak French. Many times during a

class I would talk to my neighbour in English. If we had been trained

the first few years to talk in French all the time in class this would

have led to greater improvement of my French over the years. I never

realized that our class was any different from 'lie others and didn't

realize the great opportunity to learn French I had. Had I known

earlier I might have made a greater effort to learn French in those

years. The best way to learn French would be to place a child in an

80

WNW

24

all French class for a few years. If he or she wanted to tall- to

someone he or she would be forced to speak in French, something we

never had to do. The way we were taught French does give us defi-

nite advantage over students who weren't in the bilingual class."

After graduation plans to go to CEGEP (English) to be a doctor, He

does not think he'll stay in Quebec, because of political climate.

Doubts if he will continue to improve French. Not interested in

another language. Presently at CCHS, grade 11.

Family #16

Early immersion to grade 6; since then to CCHS with Math in

Frendh. Parents native language usage English. Mother can barely

speak enough French to get b'4, father speaks French "like a native

speaker." "Son dropped out of French program at grade 6 level.

His French was very good, but I was very unhappy with his English.

He was placed in the normal flow at High School and as far as I can

see has never been able to catch up on the English program." En-

couraged child to use French? As often as possible he communicated

in French. He has been employed (part time) by Eatons in Montreal

as a salesman. A', of the last. two years he has worked in St. Lam-

bert selling in a audio store. Parents have not taken any special

courses to learn French. No school activities or involvement either.

Comments: "I had enrolled both of my boys in the bilingual program

at the elementary school. First son was participating until grade

I think his French education has been Qxcellent, but his English

has suffered badly. I think that a full English program along with

the French should be started earlier in the school system. My second

child (grade 10) was started in the same program and at grade 3, I

81

25-

took him out and placed him in the English language stream. Then

boy has done much better with both languages and I attribute this to

having full exposure to English sooner. I now have a third boy in

Kindergarten in the French program in the elementary school and I

plan on submitting him to English in grade 1. I am confident he

could cope with both languages at this early age."

1

Student feels he can speak French "quite well," and understands

it "like,a native speaker." The reason for dropping? "The reason

for this was because my English was very poor. My English has im-

proved.." He feels his French is good enough to attend a French uni-

versity and to get a job. He uses French for errands, asking direc-/

tions, parties, reads newspapers in French. Never uses French with

family, sometimes with friends and neighbours and French teacher.

Very few of his friends are French. (4 francophone friends and he

uses both English and French with them). The best way to learn French

is "by watching T.V., by reading French newspapers and by workinor

being with Prench people." After graduation ne plans to go to CEGEP,

interested in Engineering in the United States (better education in

recording engineering). He does not plan to continue to improve his

French. He would be interested in learning German. CCHS, grade 11.

Family #17

Early immersion up to 6, repeated 6th grade. From 7th grade on,

CCHS, English stream with FSL. No parents questionnaire available.

Native language spoken at home, English.

Student: "Right up to grade 7, I was in immersion program avid

I changed into all English stream except for one French class a day.

The reason why was because my verbs and parts of speech in English

82

26

was a little hard. I think it was a good decision because the good

benefit with that one French class a day was really easy and that

now I can handle both languages fairly well." He feels he can speak

French '!quite well" and understands it "like a native speai'er." He

does not consider his French good enough to go to a French university

buy`- as far as getting a job, "he is working now and a lot of the peo-

ple whom I talk with that are French." He could do his errands in

French with a bit of difficulty, and he would prefer to do them in

English. He has not found it difficult to ask and give directiOns

in French. Yes, he would like to attend a party, where French was

spoken since it would give him a chance to practice his French. "I

took everything right up co grade seven in French' o it would not be

hard to take exams in French." Does not read French newspapers be-

cause there are a lot of words he still doesn't unuerstand. Some-

times he uses French with parents, as father is bilingual. He also

uses it with other relatives and with friends often. He has franco-

phone friends and seems to get along fine with them. Most of the

time he uses French with them. Comments'on program:] "Most of my

teachers in the earlier years were from France and picked up French

with quite ease. The bast way I think is that you have to like the

language and if you like it you will want to keep working at it

Also get some French friends and be amongst French people and that I

think is the best way." After graduation he would like either to be-

come an insurance broker or an electrician. He is interested in elec-

,/tronics and working with electricity. He will probably stay in Que-

bec, and yes he will continue to improve his French by talking with

French people. No, not interested in another language. Presently;

at CCHS, grade 10.

83

27

Family118

Early immersion to grade 7, from 8 on at CCHS with French sub-

jects in English stream. No parents questionnaire available. Native

language at hme: English.

Student can speak French "quite well." She feels her French is

good enough for a French university, but would not get a job where

ony"French was spoken. French good enough for errands, directions,7,parties, exams, newspapers. Never uses French with parents, rarely

with relatives, often with friends, and with French teacher. When

she talks with someone who is French, she feels more at ease speak-

ing in English than French. She has about 15 francophone friends and

it depends if they can speak English; if not, she speaks French with_

domments: "I think the way I'learned was the best way to earn

French. Although, I should have practiced more. One thing that I

thought was a weakness was that we were taught Parisien French and

not Canadian French. The accents of French Canadians is much differ-

ent from ours. After graduation she will be attending the Champlain

CEGEP; after that, she is not certain about future plans. She is in-

terested in either being a stewardess or doing social work. She would

still like to be living in Quebec, but she may be going to Ontario.

She will continue to improve her French with her friends and by tak-

Sing French in t:le CEGEP. She would also like to learn Spanish. CCHS,

grade 11.

Family #19

Early immersion

studies in French at

speak French "barely

to Irad's 7; from 8 on, English stream with social

CCHS. English speaking parents. Both parents

enough to get by." Encouragemen.. of child to

84

28

learn French? Yes, but with very little success. What I think of

as "encouragement" he thinks of as "coercion." Sf.) if he resisted

swimming 'classes in French because his friends weren't going, etc.,

I didn't push it, as I don't want life to be one long pushing of

French. Constant "selling" led to resistance so I soft-pedalled it.

His friends are English, and its my impression that he asks direc-

tions, etc., in English if possible." Mother has taken courses to

improve her French, but "not as a consequence of son's schooling; I

would .like to speak French for my own sake and have taken numerous

French 'courses, including weekend immersion, but I don't use the

language and forget what T've learned. Father has taken no programs

to improve French. Mother very involved in education and school com-

mittees. Comments: "The only program I have first-hand experience

with is the St. Lamb-,rt early immersion program which my son attend-

ed from kindergarten through Secondary V. How can I say which meth-

od is "best" when all I can go on is reports from proponents of vari-

ous programs--each group insisting that their program is best. I

would think very seriously before enrolling another child in the

early immersion program. I am not nearly as enthusiastic about it

as I was. It would depend on the child and many variables.

(Separate le"cter with details was sent with many valuable suggestions

for improvement, especially need for better follow-through at High

School level.)

Son feels he can speak French "quite well" and understands"like

a native speaker." He does not consider his French good enough for

a French university because he is in sciences and he wouldn't under-

stand the terminology; otherwise, yes. His French is goci enough

for a job in French, to do daily errands, to ask and give directions

85

"but sometimes, I hesitate because some French people make me feel

uncomfortable." Also, good enough French to attend parties, take

examinations in French, read newspapers, understand French T.V. and

radio which he does quite a bit. He even has certain programs that

he watches regularly. Rarely uses it with relatives, sometimes with

friends, often with neighbours and always with French teacher. Some-

times he goes to French movies, does not feel he has any opportunity

to use French on a day-to-clay basis outside of school, although he

has francophone friends and uses both English'and French with them.

He does not take part in other activities which require a knowledge

of French. Comments: "I think the program was a complete success

while we were in elementary school. When I was in grale 7, I felt

I could speak FreLch with much ease. If French was continued to be

taught at that level throughout High School, I would feel more at

ease in speaking French. I feel I lost a lot of my French after

grade 7. Afte.: ceraduation he plans to go to university, perhaps

McGill, interested in Biological Sciences. In 4 years time he thinks

he will be outside the province but that depends where he is accepted

for university. He will try to hold the level of French he now has,

and would like tc learn German or Spanish but doubts if he will. CCHS,

Secondary 5.

IIa Bncil,ish Comparison Grovp: Conventional English LanguageSchooling with French- as -a.- Second Language

Family #1

Native language, English. Both parents can speak French "well

enough to get by." Encouragement of child to learn French? T.V. but

children were not interested, non-cooperative. Parents have not taken

30

any courses to learn French. No school involvement. Parents' '711-

ments: "For the most part the French programs have been boring, re-

petitive and just a series of learning verses, etc. My oldest child

waa involved with an extraordinary teacher at Westmount and spent

two summers in Switzerland. Next oldest, the student we are describ-

ing here,only developed his skill in French this year under the di-

rection of another teacher who encouraged him to use his French in

all possible situations. He taught a course in photography in French

which had a tremendous impact. Most of his teachers with the excep-

tion of the teacher referred to above and a teacher at L.C.C. to pri-

vate school) have been totally inadequate. They have left, they have

been replaced, etc. so his French schooling has been a disaster until

this year. This is a boy who is a very high achiever--85%-95% with-

out trying."

Student himself feels he can speak French "well enouah to get

by" and understands it "quite well." He went to Berlitz one summer

simply because "I WANTED" to learn French, not because I had to. it

was my choice." His French is not good enough for a French university,

but for a job "laying bricks, yes, as a computer analyst, no." He

does errands in French, gives and asks directions in French, no exams

in french, "because the vocabulary involved in Physics and Math are

too complex." Rarely uses French with family, sometimes with friends

and schoolmates. Does not attend parties in French because "he's

never been invited to one," does not have any Francophone friends and

avoids opportunities and activities which require a knowledge of

French. Student's comments: "In d word, the French program stinks.

I have had around 9 years of it and have really not progressed as I

87

31

should have. The personnel is really horrible. This yeaL is the

first in 8 that I have had a good teacher. I have been willing and

anxious to learn, but with teaching staffs so poor, my chances have

been limited. This year I received my first good teacher and my

French has improved 100%. I now am much more open-minded towards

the problem that exists, and capable of trying to contribute. T am

capable for the first time of communicating in French, and I owe it

all to the teacher I had this year. All it took was one individual.

If there were more like him I would have been bilingual a long time

ago. Also, the way the course is taught and all its stresses are

wrong. I am not knowledgeable to inform you on what should be done.

Why don't you contact (teacher named) at Westmount High School? He

i, the head of the French Department, and the man that made me lova

French for the first time. "After graduation he plans to go to uni-

versity to be either a doctor or lawyer. lie plans to stay right here,

because "I love Montreal, and do not wan'; to ever leave." Will con-

tinue to improve French by taking summer coursee, and using his pre-

sent ability in everyday situations. Another language? Only French.

Westmount High, grade 11.

Family #2

Parents' native language, English; neither one can speak French

at all. No encouragement of child to learn French. Neither parent

has been involved in courses to learn French. Mother ih,rolved in PTA

/committee. No involvement in school for father. Parents' comments:

We were disappointed with French, teaching in regular English Quebec

Protestant Schools. Ohe son got' the opinion that Ontario did a bet-

ter job teaching French than )uebec Protestant Schools. This is a

very old problem. I (father) went through 12 years of Quebec school-

ing and never learned to speak French. Son in question can speak

French "barely enough to get by." Has never come across any French

speaking people. There are no activities in Ontario which require

a knowledge of Efench."

Afte: graduation, will go to university and major in math or

science. Does not'have the "faintest" idea where he'll be in 4 years'°

time. Will continue to improve French by studying French at school.

He is not interested in learning another language. Presently at Sir

Wilfred Laurier Collegiate, grade 10 advanced, in Ontario.

*Family #3

Son was in early immersion for kindergarten only. Parents mat!

ive language, English; mother can speak French "well enough to get

by," father "not at all." Encouragement of child to learn French?

Yes, to some extent. Neither paren!.. has taken courses to learn

French. Mother has been involved in Parent Committee. No involve-

ment from father. Parents' comments: "In our case French Immersion

(bilingual) did not work and our son was withdrawn early, we can of-

fer no comment." "Withdrew from program after kindergarten year as

we felt it was not the right learning program for our son." "For

this reason we felt our son did not have to fill in the students'

questionnaire as it is not relevant."

Student himself says he can speak French "barely enough to get

b3 and he avoids situations where he has to speak French because

"English is our 1st language in Canada." No francophone friends.

Uncertain after graduation, uncertain about occupation, and would

leave Quebec if things get worse. Will not continue to improve

89

33

French, uncertain about learning another language. CCHS, grade 10.

Family #4

Father's native language, English; mother's Dutch. They both

censpeak French "well enough to get by." Have not encouraged child

to learn French. As a consequence of child's schooling they took ad-

vanced adult, French classes. Mother involved with parent committee.

None ; fog father. Parents' comments: "While secretary of the Parents

Committee in St. Lambert, we were quite involved in trying for a bet-,

ter French educal:ion, withdut having the child att)nding either im-

mersion, or French classes. My own feeling was that the calibreof

Frenthh education given to children in our schools was very pOor due

mainly to the fact that the persons teaching French were seldom more

than one step ahead of the material they we're teaching. , Another mem-

bet* of the parent committee, and myself have made numerous requests to

the school board in order to get a better method of teaching French

instituted, but to no avail. Of r7ourse, I must add that we are now

lccatedin Ontario,ani.. I do understand that the teaching of French

has somewhat improved. However, from what I can jUdge by several of

my husband's relatives living in St. Lambert, the young children are

atl attending the French immersion classes from kindergarten on."

Student feels he can speak French "barely enough to get by."

He is not attending any French classes. Does not have any French

friends. Does not use French for anything. After graduation he

plans to study; law. He will be living in Toronto in the next 4 years'

time. Will not continue to improve French. Not interested in learn-

/

ing another language. Presently at Sir John A. McDonald Collegiate,

grade 12, Ontario.

90

Fanaly

Parents' native language, English. Mother can speak French

"barely enough to get by," father "well enough to get by." Encour-

agement of child to learn French? Yes, i.e., ballet lessons, diving

Id&S-cifib, horse back riding. Child has French friends. Parents have

not taken courses to improve French. No school involvement from ei-

ther parent. Parents' comments: "Living with a French family say

for the summer months would probably lead to a good command of the

French language.as spoken in Quebec. Several children that we know

who started in the French immersion program from kindergarten failed

miserably academically and had to return to the English stream, on:y

to stay a year behind all through high school."

Student says she can speak French "well enough to get by," uses

French for errands and directions, sometimes uses French with brother

and sisters, often with friends, often listens to French radio and

T.V., and has francophone friends whom she meets at stable where she

has a horse. She uses French with them. Other activities which re-

quire a knowledge of French are diving, ballet courses, horseback

riding, coursesin French. Plans to go to college, and interested in

a type of occupation that has a lot to do with animals. An outdoor

life. She plans to live in the U.S. Also plans co continue to im-

prove French by practicing regularly, by crying to talk to many of

my Prench friends, by taking a real irCarest in the language. Not

interested in learning another language. CCHS, secondary 5.

Family #6

Mother's native language, English; father's, English. Mother

can not speak French at all; father understands "well enough to get

_by..." Encouraged child to take ballet in French. She also (child)

babysits for thr3e French Canadian children. Neither parent has

taken, courses to improve French. Mother involved in school activi-

ties. None for father. Parents' comments: "I don't believe they

were successful in teaching French. My daughter helped herself by

having French friends and by babysitting for a French Canadian fami-

ly. Young people with completely English backgrounds ar.: very shy

about speaking French unless they are in a completely French environ-

ment."

Student feels she can speak French "well enough to get by."

Would get a job where only French was spoken, in,fact she did "at

McDonald's although "ungross patates"is not too hard to understand.':

Attends parties where only Frelich is spoken since "most of my friends

outside of school speak only French and they do not understand any

English, except when swearing." She has read French newspapers and

book histories in French. She watches French TV. a lot when she is

at a friend's house or babysitting, and listen to French radio most

of the time." Often uses French with friends and French teacher.

Her boyfriend is French. With friends she uses only French because,

except for her boyfriend who speaks English perfectly, they can't

understand any English." Student's comments: "I did not learn

French from the method taught to my class. I couldn't use it on the

streets. We were taught European French. What good is it going to

do me `sere? My French friends have tried to help me in French, for

example, translating a chapter of a book we were studying in French

class. It took 4 hours for 3 guys to translate every word with me

orally. These guys are not stupid either. They are all grade 12

students at Msg. Parent on the South Shore. The book is called la

Orl4 -

36

Chien Jaune by George Simeon. This is a really stupid book for a

French class. Besides being too drawn out and with too many details,

it is written in Europe and the language is almost impossible to un-

derstand unless you happen to have a dictionary beside you and can

look up every word. The French system used on me was totally use-

less. By grade 8 all the French I knew was strictly from repetition.

I did not understand. Now I can speak French all right, but the

school system had absolutely nothing to do with it." She plans to

attend Champlain College in St. Lambert in the social sciences to

study probably something to do with criminal law and abnormal psy-

chology. She is interested in something involving law, psychology,

business and medicine. Maybe she'll"go into business and open a

tropical fish store or mail-order office." 'S'ha'11 be living in Mon-

treal, St. Lambert, or West Palm Beach, Florida. "My fiance is hop-

ing to make the Expos. He tried out last summer and will most like-

ly be offered something. I've been to West Palm Beach a lot and I

love it there." Will you continue to improve French? "Yes, if we

decide to stay in Quebec. Our children will be taught French as

their first language, English if we go to the States." She in in-

terested in taking Greek in college. "I would like to say that I

think all these tests are useless. Do you know what it is like to

be a guinea pig? Would you like to sit and play with blocks and

write all these tests while a couple of McGill students ere observ-

ing you and Laking notes on your behaviour. Not once did we get re-

sults of these tests. Our parents did not get the results either.

I went through phases after these tests wondering "Why me?" We were

told that there was another student in the bilingual system that was

93

having to-same tests and my results were being compared with hers.

This was all I knew about it. If we want to learn French, we learn.

The system had ways of teaching French faster, but they don't work

for everyone. The year I learned th= most French in school that I

related and c:r4Id use In the streets 'gas last. year when we had the

books on ...7harlebois,, Thp rill, Wister, etc. That stuff is some-

thing we could calk about to another person, but talking about In-

spector Maigret and Leroy in Le Chien Jaune is boring. Who wants to

hear about that stuff? We wasted nearly the whole year on that stup-

id boJc. I think the French head or whoever chooses the books for

the French courses could have found something more for sixteen and

seventeen year olds. In Quebec that book is useless. Maybe the

schools in Paris for American kids could use it, but using the law+

guage in it with some people just makes them laugh. They have never

heard of such words. And they are French." CCHS, grade 11.

Grade #7

Parents' native language, English. Mother can speak French

"barely enough to get by;" father "quite well." Encouragement for

child to learn French? "When we moved to P.E.I. son was going into

grade 4. Previously he played with a French speaking child. Since

1969 there has been little opportunity. He spent 10 days in Quebec

with his French class in 1977." Mother took French lessons weekly

for a number of years. Father is fairly fluent. Mother had been

involved in school committees. Parents' comments: "In P.E.I.,

Charlottetown, we now have a successful early immersion French pro-

gram. I would certainly enroll any child of suitable age and apti-

tude in an immersion program."

94

Student fe-As he can speak French "well enough to get by." He

avoidssituations where he has to speak French because "he has prob-

lems with the French language." He has no friends who speak French,

as he attends an English school. He has one francophone friend and

he uses partly French and English with him. Student's comments: "I

took French only as a subject. I think the best way to learn French

is to be put in contact with a French familyP He plans to go to

university. Does not know what he'll do as occupation; plans to stay

in Charlottetown, P.E.I., will continue to improve French by taking

it as a subject in school, not interested in other language unless

he needs to. Coronel (ray High School, grade 11, Charlottetown, P.E.I.

Family #8

Parent's native language, English. Mother can speak French

"quite well;" father "well enough to get by." Encouragement for child

to learn French? "He has been encouraged to do all kinds of things,

but he is a very shy person and sticks with same group of old friends.

He is now planning to join the army reserve where he hopes to be with

French and English young men and will perhaps lose his inhibitious

about using French." Mother has taken courses to improve French.

Father: Continuously studying French, numerous courses at YMCA, Uni-

versity of Montreal, and continuing education. Mother involved in

school committees; none for father. Parents' comments: "The Frenck

instruction was started in grade 1, but there was no written French

until,. grade 6 which was definitely not early enough. French language

taught by teachers who are either English or from France has given

them a basis, but an inability to understand the French Canadian pro-

nunciation and patois. I would like to see French Canadian teachers

39

teaching French for Canadian usage as well as a more elegant French.

TheAailingual program is probably best, but we did not feel that our

son could successfully manage it. If we were to do it all over, we

would put him in the same program with the addition Of French summer

--CAMPS-dadh-Stmmer."

Son-feels he can speak French "barely enough to get by," bliti

-understands it "quite well." He uses French for errands, for TOT..

and radio,sometimes with neighbotrs and French teacher- Does not

go to parties in French because he does "not go tt parties.very

ten." He has one good francophone friend, and one or two others,

but uses English when talking with them. He useIs French for errands

but "it-depends whether- the guy is French or English, who- I --am. :talk=

ing to." Plans to go to CEGEP, would like tcystudy Engineering-%

Living-in 4,years' time: depends,mostly_on What his parents want to

do; probably stay in Quebec, but would leave if separated. Will con-

/tinue to improve French by living in Que c, and he is not interested

in another language. CCHS, grade 11.

"barely enough to get by;" fat can speak French "quite well." No

Family #9

Parc-lts' native language, En

/Nish. Mother can speak French' --

he

/4answers for encouragement of child to learn French. No answers for

new programs for improvement of French for the parents. No involve-

ment in school activities'/ for mother. Father was involved in school

activities. Parents',comments: "Daughter's fluency in French is

due to: the high Oality of the teaching at her (private) school;

the fact that she is a hard working student; and her attractive and

outgoing perdonality that enables her to communicate_well with French

96

40

and English speakers."

Student feels she can speak and understand French "quite well."

From 7th grade on she attended Miss Edgar's and Miss Cramp's (SOhaol)..

She considers her French good enough to attend a French university,

"although the first year would be fairly difficult and would require:

much effort." She could get a job where only French was spoken :has.

Used 'French in many situations; e:g., (directions, parties, eta.) .

She uses French with friends often, sometimes with schoolmates and

always with school teacher. She has francophone friends and uses

both languages. She participated in other adtivities, 'which require&

a. knowledge of French like "I just participated in a bike trip, TORTE:

50% of the people were French." "For my personal case, the program

of English only was excellent. I achieved a solid grounding in: both

oral and written French. In addition, the level of Frenbh at the

school I attended for the past 5 years is extremely high.. Therefore,

learned much French in the time I had. I am also happy that fol=

lowed the program that I did because I was able to develop my English

thoroughly. I have noticed that the English skills 'of some of My-

friends who attended immersion programs are not up to their potential.

I preker to develop one language fully and a groundwork in the other,

rather than a mediocre level in both. I was lucky to have had the

opportunity to develop my French outside of 'school. I 'have many

friends who are French and have participated in many activities where

French was spoken. This is possibly why my French is fairly good

without having followed an immersion program. All the same, with a

basic understanding in French, anyone can develop their French in

thiA province if they so desire. In addition to helping my .French,

97

41

my friends helped me understand the French peoples' political, social

and culturfl position in Quebec and Canada--something I couldn't have

learned in school. She plans to attend an English' CEGEP, and an

English U iversity. Does not know what type of occupation. Living

in 4 yea rs time? Montreal, most probably. She. will continue to im-

proveprove her knowledge of French by taking courses and speaking French

on a day-to-day basis. She is also interested in another language.

/

Presently/at Miss Edgar's and Miss Cramp's School, grade 11.

Family #10

Parents' native language, English. Mother's French "well enough

to get by," father can speak French "quite well." No answers on ep-,

couragement, new programs to improve their French or school involve-

ment. No comment on program either.

Student feels she can speak French "quite well." She was at

Roslyn:school till grade 5, from 6 on at private school ',(St. Clements

School in Toronto). She feels that FrenCh education in Ontario is

entirely inadequate for the purpose of gOing to a French university.

She would attend a French party, but she'feels that the "guests would

have to put up with several faults in her spoken French." She uses

French for errands, newspapers, etc. She does not understand French

T.V. and radio because "I find that the programs progress too quickly

and the speakers .talk too quickly. However, I find. French -plays

easier to understand. Rarely uses French with friends, often with

French teacher. She does not attend parties where only French is

spoken: "this is a result of a lack of social functions in this

language." Does not have any francophone friends. Ontario has lit -

tle opportunity for the use of French outside\,of school (for errands,

0 n

42

directions, etc.) Comments: "Within my educational career I have

seen French taught in several different methods. At Roslyn schCoi

where I attended priMary school the focuS of the French program was

on the oral aspects of the language. This background could account

for My; own personal ability to ,converse. in French far better than i

can write the language. From that type of environment, I went to-a,

"small girls' private school in Westmount; There was` a far more in-,

tegrated', system._ We had two teachers, one for grammar which we hacitw

2 times-a week with about 12 in the Class; 3 Classes a week, weAdd'

litelrature course in which, we read such :novels ath7liht'Famille,PY

_Hector Malot. In addition to this- i was taught geography in French:

One good aspect of the French system in Quebec yeas` that,all my teach-,

;4-9.rs never admitted to speaking English although since I have heard'

that some of.them had excellent English. Imthe middle of grade 7

I went to Ontario, again in another girls' private school of excel-/

lent academic standard. However, this being a province in which

*

French was spoken very little, I found myself 'back in classes learn:-

ing what I had learned several years before. The teachers here spoke

English, most often concentrating on the grammatical aspects of

language which I consider to be a weakness. Just recently, after

four years in this system, I do feel 'that I have returned to the level:

I was at after I left Montreal. This patt year, however, greater-em=

phasis has been put on the oral part of the course, which I consider

to be an improvement, as I believe that French classes should be con-

ducted in French. Thus when teaching the grammar, the ,oral ability

of the students is increased. However, I believe the ideal to be

total. immersion, until a competency in the language is achieved."fr

99

She is planning to attend a university in Ontario such as Western,.

where she would like-to take French or English as a major. Occupa-t)

tion? One job that I am considering is something connebted with

translating or teaching French or English as a foreign language.

However,- at the present I am still undecided. Living in next 4

years? As I intend to continue with my education perhaps I will take

a graduate degree in the States or again in Ontario. After that I

hope to spend several years living in Europe, preferably in France,

in Paris or even' or a city of that size. I intend to be-

come bilingual through a university education, as, well as spending

some time in France in the future. Another language? Yes, very der

finitely. As I have taken 4 years Of Latin I Would find itarian

somewhat easy to learn. Then again, a knowledge of German may be

helpful or ancient Greek, should I decide to take classics at Univer-

sity. Presently at St. 'Clements Private School (Toronto),-grade 12.

Family #11

Student was in English Control group up to grade 5, then to Lower

Canada College (private). Parents' native language, English. Both

parents can speak French "well enough to get by," and understand it

"quite well." Encouragement? "Have tried to encourage this, but dif-

ficult to do with a boy on an individual basis." "We live in a very

EngliSh community. Therefore how can one find French friend-8? Up

until now it hasn't even been necessary to ask directions in French

so a child would be very reluctant to,do so." New programs for pa-

rents to improve French? Yes, listening to French radio occasional-

ly and French T.V. on occasion. Father uses a bit more conversational

100

44

French in business. Mother had been involved in school functions.

Parents' comments: "My son has followed only a normal course of

learning French in an_Eng lish school. He has not been in an immer-

siOn program or accelerated French program. The weaknesses are that

the time allocated to French was not enough. He is graduating this

year and is not bilingual but has possibly a 'minimum working language

of Frerlch,but barely. enough to get by. If had to do it over again:

I Would choose an immersion program in an English school until grade.

5, or a 60% English and 40% French until grade 5. Then grade 6-in a

TOTAL FRENCH SCHOOL, followed by Grade 7 back in an English school,

at 50$ English, 50% French. Then grade 8-=60% English, 40% French

(French matriculation); Grade 9--60% English, 40% French (French ma-

triculation) ; Grade 10=-70% English, 30% French (French interest

courses); Grade 11--70% English, 30% French (French interest courses);

orsmile pldn as above but Grade 7 in a total French school and grade

6 would be 50% English, 50% French. I think by grade 8 it is essen-

tial to.perfect English reading and writing (and composition) skills

and be provided with a good English literature course. The reason for

my plan is that I have a good comparison study of my own two children.

One (to whom this was addressed) in a normal English school with no

increased French and the other a girl who has gone through the Roslyn

School immersion program and is how finiShihg grade 8 in WeStmoUnt

High School, still in the immersion stream. She is fairly bilingual

but one year in a French school would have made her truly bilingual

and able to communicate in the Montreal community, which she can't

really do yet. I believe this year of French school would finalize

their bilingualism. Without it they will never be completely bilin-

gual.

101:

45

Student can speak French "barely enough to get by." He does

not seem to have any use for French. He has one franc6phone friend

and they use English. Comments: "I have only taken' French courses

in Schoolno other programs." The best way to learn French would'

probably be to live with a French family for a few weeks, "I have

only learned French in school." After graduation he plans to go to

CEGEP and then to university. He is interested_inlbusiness_or ,coma

coerce. Does not know where he'll be living in 4 years' time. He

will continue to improve-French "by listening to French radio and by

sometimes having conversations in French with others." Not inter-

ested ih another language. Presently at Lower Canada College, grade

11.

Family#12

Student was in English Control group at Roslyn till grade 5;

then to Ottawa in an English program. Parent's native language,

English. Mother can speak French "well enough to get by," father

"quite well." Encouragement: "Daughter was at. camp Colline

Nuages for 2 summers. This is a bilingual camp. She was there in

'73 and '74. The whole family spent July, 1967 in Brittany, France,

when child. was seven. They have encouraged daughter to speak French

but in "Ottawa the opportunities to speak French do no occur as fre-

quently as in Montreal." Neither parent has embarked in new prograMS

to improve French. Mother, no school involvement. Father, univer-

sity professor and president of a university. Parents! comments:

"If I remember correctly, daughter was just one year ahead of the

first French immersion class at Roslyn but given her difficulties

in coping with academic matters, we probably would have opted for

102

46

regular classes anyway. She tends to, over-estimate her fluency in

French but she does have a good ear and the early exposure -enabled,

her to develop a very good accent.. She is not reluctant to use her

French. (Daughter did attand a French nursery school and kindergar-

ten.) We intended to place her in the Notre Dame de Sion bilingual

program but the school told us that she would not be able to-Cope

with the program. I think their assessment was correct as she had

to repeat grade 1 at Roslyn where she was enrolled in'the regular

_program"

Student feels she can speak French "barely enough to get by.

She 15,es not seem to have any need for French. She has francophone_

friends -but uses English becauSe they are usually bilingual. Cam-

1

ments: "Best way, to take French immersion courses or take a French

course during the summer." Afier graduation she plans to go to col-

lege and take a child care course. Living in 4 years' time? She has

no idea where. Will she continue to improve'her French? Yes; be-

cause I still have a few more years at high school, and also if I

ever. move back to Quebec, I will probakly also improve it. Not in-ti

terested in another language. Presently at Fisher Park High School,

-Ottawa, grade 10.

Family #13

Student was in English Control group until grade 5, then to

Lower Canada College (private). Parents' native language, English.

Both parents can speak French "quite well." Encouragement? "Have

made suggestions, but were not taken up." Bop' #parents have taken

French courses. No school involvement from either parent. No com-

!rents either.

103

47

Student feels she can speak French "barely enough to get by,"

and understands it"well enough." *Uses French for errands, and maybe

go to a French party. Sometimes uses French with French teacher.

She is 'insecure about her French so she avoids situations where she

has to speak French. She does have francophone friends "tennis

players, hockey players, other sportifs." She uses English, because

they seem more enthusiastic to improve their English than I am to

improve my French. Comments: "Throughout my elementary and high

1

school education I received only minimal French teaching and expo-

sure. What little I received was through-daily., 0' minute classroom

lessons. I did not participate, at all in these classes,and I conse-

quently gained little from them for the following reasons:_ extreme

boredom. I have not experienced anything that comes close to the

pain and intense boredom of a French class. The classroom lecture

technique is so boring because the grammar is boring and the liter=

atue is so juvenile and boring, the compositions are 3oring and the

discussions are boring. The best way to learn French is immersion,

living with a French family in a completely French community." After

i

graduation? Go to university. Wants to be a lawyer. 'Livin1 g in '4

:

,

.years' time? Malibu, Calif., Hawaii, Whistler, B.C., Montreal, P.O.,

/, Ottawa. Continue to improve French? A little, visits to French com-

munities. Interested in another language? Yes. Presently at Lower

Canada College, grade 11.

*Family #14

Student was in English Control; Centennial Academy grade 11.

Parents' native language, English. Both parents can French

"quite well." Encouragement: Son has spent three summers in Noranda

104

.1.*-

48

living with a French family for 2 weeks. Then in exchange, a French \/

boy comes to stay with us to learn English. This has been success-

ful. Son's use of French went up and he improved." Parents have not

taken Special courses in French, but plan to take such a course this

September. Mother was director of private school, and director of

the Visual Arts Centre--a bilingual applied arts school situated in

Westmount. Parents' comments: "We believed that early immersion is

not essential until perhaps grade 5 or 6. Our daughter was in a

French immersion class of 12 children at Miss EdgaLis in grade 6 and

has been in advanced French classes ever since. She, however, has an

_ear, for languages, is musical, and a good student. For a child like

our son who is not a natural student and had difficulties from grade

1 on in mathematics, is a slow reader, and is not motivated, plus the

trouble he had getting along with some girl Peers, I wonder if French

immersion would have benefitted him. I am inclined to think it would

have confused him all the more. Now at grade 11, he is- an average.

student, more motivated, and does better in French than most of his

class (the medium is very low--like 58%). However, his attitud,3 to-

ward learning and using French is good and he likes the French people.

I believe he will probably go on studying the language, and get more

proficient. He will have to if he is to stay in Quebec. If I had to

do it all over again, I would probably feel the same way, but would

try him in immersion French to see if it worked."

No questionnaire available for child (it's a shame, because this

seems to be a different case).

105

49

Fandly #15

1No parent's questionnaire available. Child's native language,

English. Was in St. Lambert elementary program to grade 6, then to

CCHS.

Student feels he can speak French "quite well,"and understands

it "well enough." Would not comprehend well enough to get by at French

university. He already uses French at work (summer--welder). Uses

French for errands, directions with difficulty, attends parties in

French only because he mixes well and can make himself understood,

will not take exams in French because he is not used to it,"concen-

trated like that, does not read Frencl- newspapers because(he)does not

comprehend enough and does not understand French TX. or radio because

they talk too fast, but might 15Fable t6 get used to it.", Rarely uses#

French with friends, sometimes with neighbours, often with French

teacher. He avoids using French "sometimes I am not interested" in

w44t the person is talking about at all, or else I am not in the mood

to talk French." Sometimes he, goes to French parties (because it is a

nice change). ,He has a fair number of francophone friends and sOme-

iames he uses E.'ench, but mostly English with them. Sometimes he uses

French for errands and giving directions. Where he works id mostly

French. Sometimes he goes skiing with French kids. Comments: "The

French class at school put too" much stress on the tenses, verbs, etc.,

and did not give enough oral French lessons, such as proper pronun-

ciation and comprehension. I personally think that a great way to

teach children French is to have 90% oral in class including discus-

sions, oral presentations where the entire class would be involved

and have the teacher correct mistakes as they went along. Then,have

10% on grammar including just 3 PAST, PRESENT, AND FUTURE tenses,

0

50

because I have found that I and most French people I talk to use only

those three. I think the best way cc learn a language is to be put

with a family of that language for a period of time. Then you are

forced to adopt the language to communicate." After graduation from

High School, he plans to "go to the University of British Columbia

and become an ichthyologist or something along those lines." Occupa-

tion? Outdoors, research work with animals and wildlife. Living in

next 4 years' time? British Columbia. Continue* to improve French?

I doubt it. Unless Levescue takes over Canada. Interested in another

language? Yes, poasibly Spanish or German so that I could go to most

places and be understood. One of my. close friends went into the im-

mersion or bilingual stream by his parent's decision. Then_later_

(grade 7) switched to the English stream, I will admit that he,speaks

French very well and is well understood by all. But he speaks English

lousy and reverts to_many slang terms and has a bad English grammak.

On top of it all, he can't spell English words to save his like (exam-

ples: sure spelled shur; principal and principle spelled princible.)

The point I am trying to make is that I feel a -,erson should have a

full working knowledge of his/her own Lative la.,,lage before learning

another." Presently, at CCHS, grade 11.

Family #16

English Control to grade 6 dt Roslyn', then to Westmount High

School. Parents' native language, English. Mother speaks French

"well enough to get by," father "quite well." Encouragement? No,

unfortunately. Neither parent has taken courses to improve French.

No parental-involvement at school. Parents' comments: "In the English

stream, no success whatever. Weaknesses--insufficient time given to

i07

French instruction; not enough stress on conversation. I believe

that there should be only ONE SCHOOL SYSTEM IN-QUEBEC FOR ALL CHIL-

-pREN-(nb religious separation) and that half of all subjects be taught

in: French and half in English. This system would of course have to

be -started at the grade l'level, and allow the present system to phase

-out."

Student feels he can speak French "well enough to get by." Will

_.not_go to, trench university, not take job where only French was used.

will use French to ask and give directions and attend -Parties where

only French was spoken because it is a "social syitein--a air conve

sation." Would take exams in French and reads .newspapers in French.

e5?,

Understands French T.V. and radio enough to undeistand what''s being

said. Rarely uses French with friends and schoolmates, but often with

French, teacher -. Has no francophone friends-. ',.;Comments: "Full immer-

sion in French conversation (also French exchange often) is best."

After graduation he will attend an American school systeir., Study audio?-

technical sound in the studio. In 4 year's time he hopes to be in a

"very good American university." Dpubtial,if "he will continue to im-

prove French as he "will be in the American school system for the fol-

lowing 6 years." Not necessarily intereted in another language.

Presently at Westmount High, 11th year.

IIb English Comparison GroupConventional English LanguageSchooling with FSL, and Orie.Year Immersion at Grade 7

Family #17

Little information Ira* Parents. Father'speaks French "quite

Parents-feel: "that the late immersion program greatly

roved daughter's capability'in French. Would do the-same again..

1

I Selieve .'omplete education in French would be the best way to teach,,

FrenCh--if learning French is the only consideration."

1,08

I

.52

Student speaks French "quite well.'! Believes that late French

immersion is a good way to learn French as long as only French is

Spoken in the Classrpom. ,French classes in_which_the.students.,-are.

0.veh the opportunity to speak are good: Presently living in Vail...

,,couver, West Vancouver Senior Secondary. No oppo5tunity to use,

French

'Family 116

English - Control group until-grade 7 one-yaar immersion et-Royal

_Vale: Mother- and father speak- French -eholigh .to' get ,Pa!,;"_

rents feel-that/late immersion provided too much exposure to BAD

...-

French. They-would not recommend it. Bast is ccmplete imMersion,1 , /

/ -

_ with Children whose mother tongue is French, -or private school only."/ 40 , _ , . . - . . ,_ ,w.

Please/iirovide, us with a copy of your results. Suggestion: .Why don't,/

,you4etest.6ur son rather than take his word for his abilities? I, ,,

would be interested in :finding out how he compares with the students

who graduate from supposedly bilingual programs." Why was child, in,

prOgram? "Obviously to learn French, and to get him out of the rot-,

/ ten, lousy public school system."

Student feels he speaks French "quite well." He often uses it-7

with friends. Does not watch T.V. in French because "all the shows

are/boring. The best and only way to learn proper French is in a

French-language school. Although I have been in a French school many./

years I am far too old to learn French properly. Personally, I don't

/think my French is very good, yet on my form I rated myself quite

highly as I assume my French is being based on second language capa-

bilities." What type of occupation are you interested in? Being,

rich. Where do you think you will be living in 4 years' time? "As

J

lar.away from the Parti Quebecois government as my ten little toes

rt

will carry me." Will you continue to improve your knowledge of French?

"Yes, by going to French CEGEP and not a bad CEGEP but a good ore where

"jOuai" is considered as it should be: a weak dialect of 'the French

language." Are you interested in learning_another language? NO, I

have enough trouble with two I already know." "it is very .diffiduIt

to rate your own ability to speak French. I know plenty of kids.,.-fqin

WestmotInt High who believe themselves to be (choke!) "perfedtly bilin-

gual" yet they cannot put together a half decent -Frenolr sentende,i

Good luck with your survey. You'll need it." Presently at Coll4ge

Jean de Brebeuf (private).

Family #19

English Control, then grade 7 immersion. at Royal Father. is

Croatian. Mother and father understand French "quite well." "I am

disappointed in my child's inability to be comfortable in French. She

understands quite well, but hai had little opportunity to express her-

self in the past couple of/years, even in the classroom. The major'

problem seems to be poor teachers. Because she took her grade 11 ma-

triculation exam in grade 10 and has taken a very poor course in "Arts

Plastique" which seems to have been conducted mainly in English, she

has steadily lost a great deal. If I had to do it over, I would send

my child to private school at the primary level, but this is not be-,-

cause of the French instruction."

Student feels she"can speak French "well enough to get.by," but

is too self-conscious about my accent and frequent grammar mistakes.

Really just a lack of confidence." Do you attend parties where only

French is spoken? "I never had the chance as I have no close French,-'

54

speaking friends. French immersion programs like Royal Vale School

are, excellent opportunities to learn French. They, are not solutions

ih-thdthielv-ed. Tbey must be followed up in High 'Schools'. In West-

-

mount High School there were too few electives offered in Frendh and

.4a seven those few were ineffective. Either the course material was uge/

less, (as in "Arts Plastiques) or beyond the students' capabilities'

as was ,Canadian History in French during grade 9. I feel that one 'of

the major reasons I am uneasy when speaking French is that the teaChT.

ers I' had were not suitable for their ,jobs. Either they did not know=

the ,subject and taught it because they knew French or vice-versa. Tn

general the French teachers could not control the classes at all. They

seemed to have more trouble in the classroom than any other group of

teachers. Aren't there more suitable teachers available?" What type

of occupation are you interested in? "I am interested in biology,

home economics; perhaps,i will,,end up as a dietician or something hay=

ing to do with Health & Welfare or Food and Drug administration boards."

Where do you think you will be living in 4 years' time? "I may well

stay in the U.S. if I finish school there. I am an American citizen

,so it is very easy as well as feasible for me." Are you interested in

learning another language? "No, languages are not for me. I have no

abilii'to learn them with any efficiency." Presently at Westmount

High School.

Family #20

English Control, then grade 7 immersion at Royal Vale. Father'

and mother, native English speakers. Mother understands French "quite

well." Mother: "I felt the grade 7 immersion pi-,gram certainly was

of benefit- to our daughter. I feel the early bilingual program is

55

the ;best (starting in kindergarten). We have 2 other children in the

early immersion program and feel the results have been ekcellent,,botn

_in_their English and French education. (Roslyn School and Westmount

High). I would plan to educate my child in the early bilingual pro-,

gramme as mentioned above." Father: "Immersion, starting in kinder=.

garten, would appear to be very effective; more than 7th 'grade iMmer

sign. Unfortunately, students in the Roslyn program get little or. 'no

opportunity to use French outside of school."'

Student feels she can speak 'wrench.

"quite w-ear. -"r found-that

\-,-one period of, French a day was enough'to learp/Written*rench, but 4

was not enough time to learn to speak French 'I found4n:sthe French

/ /immersion, that I learned quite a lot of Fkench, but Igdickly forgot

it again. I think that the best way to learn French is to speak it,

all the time and where that could be:-done would 'be an all French school

where French children went. The only way to really learn French is to,

speak it." What type of occupation are you interested in? "I would

like to combine some sort of photography with some conservation and

work with animals." Where do you think you will be living in 4-years"---

time? "I don't really know, but probably out of the Proi.rince, neOtlie

cause of the French issue but because the university I hope to attend

in out of the province." Another language? "Not really." Presently

at Trafalgar School (private).

Family #21

English Control group, then to grade 7 immersion at Royal Vale.

Mother and father speak English only. "As my children didn't respond

all that well to their French programs at school, they were not suc-

cessful for them. However, it would be difficult to ascertain why."

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56

Student feels she can speak some French "well enough to get by."

She dropped out of program because it was bringing her other subjects

down and she. found it too difficult. "I personally think that the-

only way you can learn to speak French is if YOU really want to. The

Method' in which they teach it is just fine because there is no other

way out, but yot have to really want to learn it." Occupation? Fa-

shion, merchandizing. Living in 4 years' time? St. Catherinesr

terio. Other language? No. Presently at Westmount High.

.-.English. Control group but entered immersion: program at grade- 1

and stayed through grade 6. Both parents speak English., Father

Speaks- French "well enough to get "I am totally in favour of'. _

early immersion. However, I feel that my daughter achieved her de- --

lightful fluency in French only because almost all of her extracur-

ricular activities were in the French milieu. Some of her friends

from her immersion class have little more ability in French than I

do. This involvement outside of school seems to be mandatory for

success. I agree with my daughter that a weakness in the program

was in English grammar. She still has poor grammarwhen writing ih,

English."

Student feels she can speak French "like a native speakdr."

"I think one of the greatest lacks in the program was English gram-4

mar. As most people took the program eventually we on to English

high school, I think a better grounding in English would have been

better. When I got to high school, teachers assumed that everyone

knew grammar. I asked for extra help every year, but teachers in

high school just don't have time, to tutor. My English grammar is

113

57

Very weak. The way I learned French (early immersion) is cei-,

tainly the most painless way. Speaking French just evolved naturally 1

.

it wasn't forced. However I don't think just going to School in Frehdh__ ____. _____

is enough; students should be encouraged to engage in outside activi--,

ties in French. I did all of my gymnastic training at a French OA-lb

(Gymnix), and therefore spent about 25 hours a week outside of schOol

speaking French. I finished grade 6 with much better prOnunciatiori,

accent, and comprehension than most of my friends who ha&been in the

program since kindergarten. (I started in grade 3)." OacupatiOn?

Gymnastics coach. Living in 4 years' time? Probably in Toronto.

Other languages? 'tt depends on which languag4. Ar'tried German, but

it didn't work out very well; it may have been lack of effort, though. ,

It should be mentioned that when I started taking French, my family

took advantage of my knowledge of the language, and lelped French

too. My sister is bilingual now, and has had a job in a,French the-

atre and my father speaks enough French to get along in business,. etc."

(Note: This subject was not included in our statistical analysis be-

cause of her very mixed experienced, starting as an EC but then from

grade 3 on in early immersion program.)

Family #23

English Control, with grade 7 immersion; now at CCHS. English

speaking parents. Father speaks French "well enough to get by." We

believe from our own experiences that immersion is best starting at

grade 7, but with a better French program starting at kindergarten.

This is based on one child starting grade 7 and the-other two with

immersion in kindergarten. In this era, all French immersion must

be improved and expanded to enable full fluency by grade 11. But

114

this is to be achieved without a reduction in English, i.e., master

English and become fluent ir. French. The reason daughter was not in

°early:_ammersion_was_due ,to. no_room. for. .her

Student feels she can speak French "well enough to get by" and

understands it "quite well." "The way I learned French wasn't too

bad a method. Problems were: not enough time spent on speaking

French; too much time- spent-on grammar; ; not made to speak French all

the timestudent was allowed to resort to speaking English especialr

ly in grade 7 immersion. Occupation? Nursing. Living ,in &yearii

time? Probably out of Quebec, M6it'likely Toronto area. Another

language? Not really.

Family #24

English Control grOup with grade 7 immersion at St. Lambert.

English speaking parents. Father has "barely enough French to get

by;" mother "not at all." "We relieve there is much to be said for

a well administered immersion prograM. If we have one regret, it is

not that David took immersion French in grade 7, but that it was

taught by a novice who experienced considerable difficulty. This

experience could have been better for our son, under better leader-

C

ship. We are not critical of the program in our high school, for'we

feel it is a good one. Those students who really want to can become

bilingual in our high schools. The only extra suggestion I have is

that teachers and guidance counselors do all they can to motivate

students. They might invite people from industry- to explain the need

for French; or use other suitable means. With our boy, it-seems Ile

lacks the motivation which neither we nor the school could generate."

Student feels he can speak French "well enough to get by." (No

115

519-

L._ _ other _comments.) Occupation? Geo1og7 or forestry. Living, in it

.... ._

ye4rsI time? One of the' Western prov nces or in Ontario. AnOthertI

14#4#a40.?- -

4

7

116